Transition Mathematics Project

We've known for some time that math students come in all shapes and sizes. But we also know that each learns in slightly different ways. This webinar will explore alternative methods for connecting to those hard-to-reach students in your math classroom by using the Multiple Intelligences model first introduced by Dr. Howard Gardner. We will brainstorm ways to design instruction and activities to foster growth in verbal/linguistic, musical, kinesthetic, visual/spatial, interpersonal, intrapersonal, and naturalist intelligences.

Learn about the capacity for using Accuplacer as a customized local or state math assessment tool.

The SBCTC developed the Student Achievement Database as an alternative means of measuring student achievement based on the notions of momentum points and tipping points. This presentation focuses on research underlying the creation of the database, variables related to mathematics achievement, strengths and limitations of the database, and a framework for analyzing student achievement in mathematics conducted at Highline Community College using SPSS.

The presentation will cover:

• Conceptual framework for the Database
• Variables of interes
• Highline's analysis of the data

Dr Davis discusses his final report on the cross-sector evaluation he has done for the TMP

What might be learned from teachers in high schools where students showed consistently strong performance or improvement in math over the past five years? CSTP commissioned the University of Washington College of Education to survey math teachers in selected schools to address this question and produced a report.

CSTP has partnered with the Transition Math Project (TMP) to host a series of webinar discussions around selected questions/themes raised in the report as critical elements involved in improving math performance.

PART II:

• How can assessments be better integrated into everyday instruction?
• What tools do teachers use to understand which students need help, what they're struggling with and what kinds of interventions are necessary?

In 2007 the Washington Office of the Superintendent of Public Instruction (OSPI) contracted with the Center for Strengthening the Teaching Profession (CSTP) to explore the question, What might be learned from teachers in high schools where students showed consistently strong performance or improvement in math over the past five years? CSTP commissioned the University of Washington College of Education to survey math teachers in selected schools to address this question and produced a report (Teaching Math in Washington’s High Schools: Insights from a Survey of Teachers in High Performing or Improving Schools,  Ana M. Elfers, Margaret L. Plecki, Michael S. Knapp, Jeom Ja Yeo and Michelle McGowan, June 2007.

CSTP has partnered with the Transition Math Project (TMP) to host a series of webinar discussions around selected questions/themes raised in the report as critical elements involved in improving math performance.

PART I:

• How does a teacher set up a learning environment that encourages students to take risks? How does a new math teacher learn to do this?  
• How do supports for students and teachers contribute to teachers' effectiveness and student achievement?

Advanced Mathematical Decision Making (AMDM) is a math course that follows Algebra I, Geometry, and Algebra II. It is an engaging and rigorous course that prepares students for a range of future options in non-mathematics-intensive college majors or for entering workforce training programs, and it may also be an appealing elective for students pursuing pre-calculus and calculus. The course emphasizes statistics and financial applications, and it prepares students to use algebra, geometry, trigonometry, and discrete mathematics to model a range of situations and solve problems.

In this webinar, we share information about this major Texas initiative, including sharing resources, professional development offerings, and implementation support.

In this session we share information on the Project focusing on the following:

• Enhance connections of math faculty from the AtD colleges to each other.

• Learn more about what specifically each AtD college site is doing, and hear about what promising practices have been identified and could be shared with the system.

• Identify any common themes or elements in the work

• Explore what, if anything, we could do through the SBCTC and the Transition Math Project to help deepen or sustain the work