OMELC and the Future of Mathematics Education

1. OMELC and the Future of Mathematics Education Bradford R. Findell Ohio Department of Education Brad.Findell@ode.state.oh.us

2. Why Am I Here? • Janet Herrelko invited me this evening • Joan Leitzel invited me to Ohio • Many policies, practices, programs, and projects are pointing in the right direction • I see many opportunities for improving mathematics education for all students • Ohio mathematics initiatives can draw on many excellent people and organizations And we need your help!

3. What Background Do I Bring? I have worked in and with • High schools • Middle schools • Elementary schools • College and university mathematics departments • Colleges of education • Policy organizations • State departments of education

4. What Have I Learned? • All students can learn mathematics • There are no easy answers • We have to work together • What are the three most important approaches to improving mathematics education? • Thinking, thinking, and thinking • Thinking, collaboration, and balance • Professional development is the key

5. Unproductive Arguments • Concepts vs. skills • K-12 schools vs. higher education • Arts & sciences vs. education • Integrated vs. conventional courses • Reform vs. traditional mathematics • Career technical vs. academic programs • Teaching children vs. teaching mathematics • Content knowledge vs. pedagogical knowledge

6. False Dichotomies • Most people naturally favor one side or the other • Each dichotomy misses much of what really matters • As leaders, we have a responsibility to transcend polarization • This work requires listening, collaborating, and listening some more • The work is risky and uncomfortable • The work is enormously rewarding

7. Transcending Polarization • Concepts vs. skills • Mathematical proficiency • K-12 schools vs. higher education • Arts & sciences vs. education • P-16 collaborations • Integrated vs. conventional courses • Reform vs. traditional mathematics • What really matters is the interaction in the classroom among the teacher, the students, and the mathematical ideas

8. Transcending Polarization • Career technical vs. academic programs • Teaching children vs. teaching mathematics • Rigor, relevance, and relationships • Content knowledge vs. pedagogical knowledge • Pedagogical content knowledge

9. We Need Your Help • Standards revision • We need to focus on what we do best • Algebra II or its equivalent for all students • We need good examples that provide access • Mathematical knowledge for teaching • We need to broaden awareness and develop further • Mathematics Coaching • What is going on in fifth grade? • STEM initiatives

10. Improving Mathematics Education • Focus on big ideas—“power standards” • Provide access for all students • Use previous mathematics in service of new ideas • Rather than spending weeks or months reviewing

11. Accessible Algebra • Suppose your ninth graders do not know their multiplication tables • You need to teach linear functions • What do you do? • Investigate y = 7x • Make a table • Draw a graph • Include negative numbers in the domain • Include non-integers in the domain

12. An Algebra Idea Across K-12 • Compare and contrast: patterns, functions, and sequences • In grades K-8, students study patterns • In grades 9-11, students study functions • In grade 12, students might study sequences • A sequence is a pattern • A pattern suggests a function • A sequence is a function with a domain consisting of whole numbers

13. Algebra II or Its EquivalentExam Price Sheet Estimated volume: 191,000 students 191,000 @ $19.08 = $3,644,080 200,000 @ $17.56 = $3,512,000

14. Division by Zero • What is 2 ÷ 0? Explain. • What is 0÷ 0? Explain. • Possible explanations • As a solution to a multiplication problem • As sharing • As measurement • As slope • As rate • …

15. Thinking, Balance, and Collaboration Build a Network Please Help Brad.Findell@ode.state.oh.us