Missouri METS Coalition has a new, improved website. Let's hope that they've stopped promoting those mediocre math programs too!
(scroll down to see the red text)
Some of the links on that post don't work anymore, but luckily I had inserted the actual text from their old website. This is the only thing I can find on those grants right now, so maybe they've stopped their coercive practices. One can hope!
Showing posts with label Math curriculum. Show all posts
Showing posts with label Math curriculum. Show all posts
Monday, June 14, 2010
Sunday, March 21, 2010
Friday, February 26, 2010
Take A Stand Against Inquiry-Based Math
Please read materials available here and consider helping the Seattle Math Group in their stand against inquiry-based math programs.
MUST READ:
Educational Psychologist, 2006
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003).
ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.
MUST READ:
Educational Psychologist, 2006
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003).
ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.
Monday, February 15, 2010
MO HCR 13 and SB 936
Everyone needs to read this one. HCR 13 The beginning sounds good, but ask yourself... Why in the world would Missouri want to legislate "criterion-referenced" testing. We sure don't have that great of a record in creating quality math standards and assessments.
Don't we need the "reality check" that normative data could provide?
Secondly, why does HCR 13 specifically say that "An external audit would be preferable, but an internal audit would be acceptable, provided that the personnel involved be trained by professionals." An INTERNAL AUDIT (oxymoron) conducted by their own personnel which are trained BY professionals, but don't necessarily have to BE trained professionals!
Please consider sharing your thoughts on this resolution with our Representatives and Senators. The MDHE conducted a great Curriculum Alignment Initiative which seems to be ignored by DESE in this resolution. Why? We want our children prepared for college!
This is what we need!
SB 936 establishes the Missouri Science, Technology, Engineering and Mathematics Initiative within the Department of Higher Education. Matching funds may be provided by the Department and the General Assembly to fund the programs described in the act.
The Initiative will provide support to increase interest among K-12 students in science, technology, engineering, and math to increase the number of students who enter these fields at Missouri's public institutions of higher education.
Programs that may be supported through the Initiative include: endowed teaching professor programs to support faculty; scholarship programs to provide financial aid and loan forgiveness to Missouri students in science, technology, engineering, and mathematics areas, as described in the act; experiential youth programs at public colleges or universities; and career enhancement programs for current elementary and secondary teachers in science, technology, engineering, or mathematics fields to improve teaching quality.
Consider thanking Senator Pearce
Don't we need the "reality check" that normative data could provide?
Secondly, why does HCR 13 specifically say that "An external audit would be preferable, but an internal audit would be acceptable, provided that the personnel involved be trained by professionals." An INTERNAL AUDIT (oxymoron) conducted by their own personnel which are trained BY professionals, but don't necessarily have to BE trained professionals!
Please consider sharing your thoughts on this resolution with our Representatives and Senators. The MDHE conducted a great Curriculum Alignment Initiative which seems to be ignored by DESE in this resolution. Why? We want our children prepared for college!
This is what we need!
SB 936 establishes the Missouri Science, Technology, Engineering and Mathematics Initiative within the Department of Higher Education. Matching funds may be provided by the Department and the General Assembly to fund the programs described in the act.
The Initiative will provide support to increase interest among K-12 students in science, technology, engineering, and math to increase the number of students who enter these fields at Missouri's public institutions of higher education.
Programs that may be supported through the Initiative include: endowed teaching professor programs to support faculty; scholarship programs to provide financial aid and loan forgiveness to Missouri students in science, technology, engineering, and mathematics areas, as described in the act; experiential youth programs at public colleges or universities; and career enhancement programs for current elementary and secondary teachers in science, technology, engineering, or mathematics fields to improve teaching quality.
Consider thanking Senator Pearce
Saturday, February 13, 2010
Mathematically Sound Foundations
Math Programs and Reviews
Everything you'll need to learn about the push toward National Education Standards
GREAT COMICS TOO!!
Everything you'll need to learn about the push toward National Education Standards
GREAT COMICS TOO!!
Saturday, February 6, 2010
SCHOOL BOARD MEMBERS TAKE NOTE
MUST READ: Ruling in Seattle Court Case
February 4, 2010 – Judge Julie Spector today announced her finding of “arbitrary and capricious” in the Seattle School Board's May 6 vote to adopt the Discovering Math series of high school texts despite insufficient evidence of the series' effectiveness.
Judge Spector's decision states, “The court finds, based upon a review of the entire administrative record, that there is insufficient evidence for any reasonable Board member to approve the selection of the Discovering series.”
[Read more (and the actual court decision) on the link above]
If you would like to help (even in a small way) to defray the costs of this effort please consider donating to:
Seattle Math Group,
c/o Martha Mclaren
7020 18th Ave. SW, J22
Seattle, WA 98106
c/o Martha Mclaren
7020 18th Ave. SW, J22
Seattle, WA 98106
Martha is a retired Seattle Public Schools math teacher.
(HOORAY FOR MARTHA!!)
Saturday, November 21, 2009
Who Needs Mathematicians for Math, Anyway?
NAEP Mathematics: C
TIMSS Mathematics: A
PISA Mathematics: D
Mathematically speaking, NAEP is a mediocre national assessment, while TIMSS is an excellent international assessment.
So, why is the National Center for Education Statistics spending valuable time and resources producing reports like this one?
(By the way, this report was about performance standards, not content standards.)
Tuesday, June 30, 2009
US Coalition for World Class Math!!
*Press Release*
"Extraordinary numbers of grassroots groups have formed in recent years to learn more about current issues in mathematics education and to promote improvements in K-12 mathematics curricula," says Coalition co-founder Timotha Trigg. "Many parents believe there is already a crisis in mathematics education and fear that poor standards, if adopted by states on a national scale, would make the situation even worse."
Sunday, June 28, 2009
MO Governor Signs-on to National Standards Initiative
(click to see the article)
"Nixon, in signing the national memorandum of agreement, made Missouri the 47th state to agree to help develop a list of grade-by-grade core skills that all students in the country should learn."
This could be a good thing...
IF NSI (NGA/CCSSO) JUST LISTENS TO SUBJECT-MATTER EXPERTS -THE RESULTS OF THEIR EFFORTS MIGHT ACTUALLY BENEFIT STUDENTS!
Sunday, May 17, 2009
Thursday, February 26, 2009
DESE and METS are supporting this?
Everyday Math and Investigations are
two of the Elementary Programs given
(see #8 at above link)
The math programs listed there are the same
programs in the report
Committee for a Review of the Evaluation Data
on the Effectiveness of NSF-Supported and Commercially
Generated Mathematics Curriculum Materials
In response to our charge, the committee finds that:
The corpus of evaluation studies as a whole across the 19 programs studied does not permit one to determine the effectiveness of individual programs with high degree of certainty, due to the restricted number of studies for any particular curriculum, limitations in the array of methods used, and the uneven quality of the studies.
Therefore, according to our charge, we recommend that:
No second phase of this evaluation review should be conducted to determine the effectiveness of any particular program or set of curricular programs dependent on the current database.
Your tax dollars are at work, promoting these
commercial products in MO
Another Study including Investigations
And check out this district's savings after dropping EDM:
Friday, February 6, 2009
Please Voice Your Opinion
Missouri's weak state math standards and assessments are misleading school districts to choose mediocre instructional materials, believing that they will help students perform better on required mediocre state exams.
Look at the programs reviewed and the conclusions made by the Mathematical Sciences Education Board. Then scroll down here to see the list of "approved mathematics curricula" for eMints/METS classroom grants today.
The Algebra I "End of Course Exam" is not what high school math teachers would consider Algebra I.
We need truth in labeling!
Don't take my word for it - ASK teachers or college faculty in your area for their opinions.
If you feel that there is a problem which must be addressed, PLEASE WRITE:
Missouri House of Representatives
(Look for Members of Committees involved in Education)
Missouri Senate
(Look for Members of Committees involved in Education)
Correspondence to the State Board of Education should be addressed to the Secretary of the Board of Education with a request to forward it to individual Board members. Missouri State Board of Education
Please consider copying your correspondence to the Missouri Math Coalition and to your local School Board.
---------------------------------------------------------------
How does funding intented for educational technology affect school math programs?
Grant program-approved mathematics curriculum models Missouri METS Coalition/Alliance
"Competitive priority will be given to applicants who have implemented National Science Foundation (NSF) funded mathematics and/or science curriculum that is research-based and standards-based."
Mathematics – Eligible mathematics curricula include the following:
Elementary Mathematics
a. Everyday Mathematics®
b. Investigations in Number, Data and Space®
c. Math Trailblazers™
Middle School (Junior High School) Mathematics
a. Connected Mathematics 2™
b. Mathematics in Context®
c. MathScape: Seeing and Thinking Mathematically™
d. MATH Thematics
High School Mathematics
a. Contemporary Mathematics in Context©
b. Interactive Mathematics Program™
c. MATH Connections®: A Secondary
Core Mathematics Curriculum
d. Mathematics: Modeling Our World
e. SIMMS: Integrated Mathematics
Does this mean that if a school district wants to write a grant for badly needed technology, they have to have adopted these mediocre math materials?
I truly hope not! It's just wrong!!
Look at the programs reviewed and the conclusions made by the Mathematical Sciences Education Board. Then scroll down here to see the list of "approved mathematics curricula" for eMints/METS classroom grants today.
The Algebra I "End of Course Exam" is not what high school math teachers would consider Algebra I.
We need truth in labeling!
Don't take my word for it - ASK teachers or college faculty in your area for their opinions.
If you feel that there is a problem which must be addressed, PLEASE WRITE:
Missouri House of Representatives
(Look for Members of Committees involved in Education)
Missouri Senate
(Look for Members of Committees involved in Education)
Correspondence to the State Board of Education should be addressed to the Secretary of the Board of Education with a request to forward it to individual Board members. Missouri State Board of Education
Please consider copying your correspondence to the Missouri Math Coalition and to your local School Board.
---------------------------------------------------------------
How does funding intented for educational technology affect school math programs?
Grant program-approved mathematics curriculum models Missouri METS Coalition/Alliance
"Competitive priority will be given to applicants who have implemented National Science Foundation (NSF) funded mathematics and/or science curriculum that is research-based and standards-based."
Mathematics – Eligible mathematics curricula include the following:
Elementary Mathematics
a. Everyday Mathematics®
b. Investigations in Number, Data and Space®
c. Math Trailblazers™
Middle School (Junior High School) Mathematics
a. Connected Mathematics 2™
b. Mathematics in Context®
c. MathScape: Seeing and Thinking Mathematically™
d. MATH Thematics
High School Mathematics
a. Contemporary Mathematics in Context©
b. Interactive Mathematics Program™
c. MATH Connections®: A Secondary
Core Mathematics Curriculum
d. Mathematics: Modeling Our World
e. SIMMS: Integrated Mathematics
Does this mean that if a school district wants to write a grant for badly needed technology, they have to have adopted these mediocre math materials?
I truly hope not! It's just wrong!!
Friday, January 30, 2009
Citizens Unite!!
Yep. The problem is the curriculum. Our nation's leaders are avoiding the real issue. More money won't magically fix this, but concerned citizens can through their grassroots efforts!
A statewide alliance of parents, students, teachers and community members with the mission of promoting authentic math education in Missouri public schools through world-class mathematics standards and high quality curriculum.
Wednesday, November 19, 2008
NSF Funding for K-12 Math Programs
School math books, nonsense, and the National Science Foundation
http://www.csun.edu/~vcmth00m/nsf.html
On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations, Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curriculum Materials
http://www.nap.edu/openbook.php?isbn=0309092426
That is an "and" I'm reading, right?
Exactly when were tax-payers recruited as investors?
http://www.csun.edu/~vcmth00m/nsf.html
On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations, Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curriculum Materials
http://www.nap.edu/openbook.php?isbn=0309092426
That is an "and" I'm reading, right?
Exactly when were tax-payers recruited as investors?
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