Math in the Middle Experience Doug Glasshoff

Math in the Middle Experience

• Doug Glasshoff

• Rural Education Workshop

• September 14, 2006

Introduction

Introduction

• Education

• Centennial Public Schools - 1997
• University of Nebraska-Lincoln
• B.S. Education: 7-12 Mathematics - 2001
• Endorsement: Assessment (NAC ‘02) - 2003
• M.A. Teaching: Math in the Middle - 2006

Introduction

• East Butler Public Schools

• 6th year as 7-12 Mathematics Teacher
• 4th year as District Assessment Coord.
• Coach
• Assistant Varsity Football
• Assistant Varsity Wrestling
• Head Junior High Wrestling
• Assistant Varsity Track and Field

Introduction

• Why Math in the Middle?

• Masters
• Stipends
• Learn more about teaching mathematics
• Learn more about middle school students
• Meet other math teachers

Action Research Project

Action Research Project

• Problem of Practice Questions

• How do students perform in mathematics courses after exiting the district?
• Can I improve instruction to better prepare them for college level courses?

Action Research Project

• Literature Review

• Math is a unique subject in college
• Certain level of prior knowledge required
• Many are not entering college with the math needed to be successful (NCTM, 2000)
• Standards can having a norming affect
• Past - schools taught math deemed important
• Now - schools have NCTM standards

Action Research Project

• Literature Review

• Higher education faculty not consulted
• State assessments not well aligned to skills needed for university success
• Conley(2002, 2003)
• Goal should be to enhance the transition, through collaboration
• Bragg(1999)

Action Research Project

• Literature Review

• Achieve 2005
• No states require their students to take courses that reflect real-world demands
• All students take college prep courses
• Attention to content, not title
• Align high school with college expectations
• Work with college/workplace to get skills

Action Research Project

• Literature Review

• Students don’t take rigorous courses especially during senior year
• Horn & Kojaku(2001)
• Level of math courses taken in high school is significant predictor for post-secondary success
• Adleman(1999)

Action Research Project

• Data collected

• Questionnaires mailed to graduates
• Information about high school education
• Collected data about college and major
• Questions based on Likert Scale
• Surveys mailed to college professors
• Open ended response questions
• Teacher journal - weekly

Action Research Project

• Results

• Graduate Questionnaires and Journal
• Experiences depended greatly on students choice of major and college
• Professor Questionnaires
• College Freshmen lack basic algebra skills and multi-step problem solving skills

Action Research Project

• Connections to Literature Review

• “The typical freshman is weak in basic skills, does not know how to study math, and have exposure to algebra and pre-calculus with little retention of the material.”
• (Professor Survey, 4-yr, 30 years)

Action Research Project

• Connections to Literature Review

• “Give students more responsibility for their own learning. Some of our students come here with the idea that attending class and trying is enough to earn a passing grade.” (Professor Survey, 4-yr, 27 years)

Action Research Project

• Connections to Literature Review

• While they have to pass a placement test or meet prerequisite courses to enter certain courses, many have significant gaps in their math skills. For example, it isn’t uncommon for students in applied calculus not to be able to solve a quadratic function.”
• (Professor Survey, 2-yr, 13 years)

Action Research Project

• Implications of the Project

• Emphasis on basic math skills
• Review materials on a daily basis
• Calculus is not a necessary class for ALL high school students
• “Teach the students the algebra, we can teach them the calculus.” (Professor Survey)

What’s Next?

What’s Next?

• Individual Action Plan

• Implement “Habits of Mind” problems into the curriculum.
• Incorporate group work to do more challenging problems.
• Implement more reinforcement of basic math skills into the curriculum.

What’s Next?

• District Action Plan

• Share post graduate surveys with other teachers in the district
• Encourage others to get involved with graduate surveys
• Organize committee to analyze data as the surveys are returned to the district

Math in the Middle Experience

• Doug Glasshoff

• Rural Education Workshop

• September 14, 2006