[Simtrainer-l] Math programs recs

[Mr Jos P Rogan]

Singapore math. 

Sent from AOL Mobile Mail
Get the new AOL app: mail.mobile.aol.com
 On Sunday, March 3, 2019, Susan Gurganus via Simtrainer-l <simtrainer-l at lists.ku.edu> wrote:

Hi Ed,
Here is a study of four curricula. Study the table on page 4:  https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fies.ed.gov%2Fncee%2Fpubs%2F20134019%2Fpdf%2F20134019.pdf&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636872379620229105&sdata=qqHRODcvln7niyXQzRtm0%2FU6R%2FZ0yoNdNgz78kc8bGU%3D&reserved=0
I wouldn't adopt a fully scripted curriculum, but wouldn't adopt a fully exploratory (constructivist) one either. 

It is important that all the teachers view the full scope of the math curriculum PreK - 12 to see how concepts are developed over time. (Yes, the first grade teacher should look all the way through the high school topics.) I am tutoring high school integrated math right now. Most students require 5-7 hrs of tutoring a week--disabled or not--because they do not have enough modeling and practice. Explicit strategies are not taught. 
The folks at NCSU have developed a trajectory web of the mathematics curriculum: https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.sudds.co%2F&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636872379620229105&sdata=YOZNUkp2jpHrbFl2i7kMtK6%2BKbtHBsp4%2BuBlyNpG%2B1c%3D&reserved=0
and Clements for birth through age 8: https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.learningtrajectories.org%2FThese&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C636872379620229105&sdata=nOXOdmmYv41pBNl8GJwOGLdKcRx5RJ0MgecNf9dYLzg%3D&reserved=0 can be helpful for inservice training.
Teachers not trained to teach math at all may handicap their students as they don't tend to see the big picture, understand the concept connections, and realize where fluency is important and when students can just be taught to figure it out. They need to be tuned in to each student's responses to determine what needs reteaching, what needs another methods, or what just needs a bit more practice. The district here also handicapped the parents because there is no textbook or material for parents to see what is being taught (even mathematics professors are complaining about their children's classes). Their teachers also use an online program for practice and homework. (Teachers create no materials at all.) Thus they have no idea what students' work looks like, where concept understanding or procedural knowledge breaks down. Many students just guess.

I haven't seen this curriculum in person, but worth taking a look at based on sample lesson:
(concrete to abstract, structured lessons, clear content trajectory, includes diagnostic assessments, room for teacher modifications within lessons and assessments)
https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcurriculum.illustrativemathematics.org%2F&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636872379620229105&sdata=W4mxzOWA8vRaWpGV5ywDQDJHJljFPA78NK7gR6rPmE4%3D&reserved=0

https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcurriculum.illustrativemathematics.org%2FMS%2Fteachers%2Ftypical_lesson.html&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636872379620229105&sdata=OrZpbD%2FNVeAYLytY1sBhenKeBwZE%2FDRanxiQ4Ymuaoc%3D&reserved=0

You are doing important work!Susan G
On Sun, Mar 3, 2019 at 7:21 AM edwin ellis via Simtrainer-l <simtrainer-l at lists.ku.edu> wrote:


Hi everyone, 

I’mcurrently assisting a ‘failing elementary (k-5) school, as well as an ’about tofail’ middle school in an effort to turn things around. About 7 years ago, theschool district was cursing along with B+/A- performance levels when itsleadership made a series of truly bonehead decisions that resulted in a steepand rapid decline in performance.

 Basically,the district abandoned all commercial programs, textbooks, etc. andattempted to educate its children via tablets and ipads and teacher-inventedcurricula.  As you might guess,math performance outcomes are about as low as they can get (e.g., roughly 80%of the middle school students’ math skills are 2nd grade level).

 Dueto turnover over the years, few of the teachers have any experience usingevidence-based programs and their pedagogical skills are quite limited, to saythe least.

 Thus,I’m looking for recommendations for evidence-based math programs that arehighly structured, systematic, and incorporate on-going progress monitoring forformative assessment… more or less synonymous with what might be used as Tier 3intervention for math. Can you recommend any commercial evidence-based mathprograms that might fit this need? If not Tier 3 in nature, then can yourecommend a really good Tier 1 evidence-based math program?

 Thanksfor your advice, 

Ed
_______________________________________________
Simtrainer-l mailing list
Simtrainer-l at lists.ku.edu
https://lists.ku.edu/listinfo/simtrainer-l



-- 
Susan Perry GurganusProfessor Emerita of Special EducationCollege of CharlestonResidence: Raleigh NC

Second Edition:
https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routledge.com%2FMath-Instruction-for-Students-with-Learning-Problems-2nd-Edition%2FGurganus%2Fp%2Fbook%2F9781138924246_______________________________________________&data=02%7C01%7Csimtrainer-l%40lists.ku.edu%7C41f3a345fccb4ff5653f08d6a00e1194%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C636872379620229105&sdata=cATrEnIYOIQgXWqjYUwcNBFIUr9H0hOVk5ajMpkoK4M%3D&reserved=0
Simtrainer-l mailing list
Simtrainer-l at lists.ku.edu
https://lists.ku.edu/listinfo/simtrainer-l

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <https://lists.ku.edu/pipermail/simtrainer-l/attachments/20190303/386e8233/attachment.html>