mathematics open educational resources ospi oer project barbara soots digital learning department...

MATHEMATICS OPEN EDUCATIONAL RESOURCES

OSPI OER PROJECT

Barbara SootsDigital Learning Department

Office of Superintendent of Public Instructionbarbara.soots@k12.wa.us

Anne GallagherMathematics Specialist

Office of Superintendent of Public InstructionAnne.Gallagher@k12.wa.us

CC BY-SA Beyond definitions http://www.flickr.com/photos/opensourceway/6554315179/

resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.

OER ARE

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WHY OER?

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SPECTRUM OF USES

Gather image and audio resources

Access free books in the public domain

Display video and audio lectures

Experience interactive simulations

Explore game-based learning programs

Build and share lesson plans

Download and print a textbook

OER RULESCredit Source and Understand Permissions

CREATIVE COMMONS LICENSESSome Rights Reserved

“The legislature finds the state's recent adoption of Common Core K-12 standards provides an opportunity to develop a library of high-quality, openly licensed K-12 courseware that is aligned with these standards.”

K12 OER PROJECT – ESSHB 2337

CC BY NC Washington State Capitol – Olympia by MathTeacherGuy http://www.flickr.com/photos/mathteacherguy/

1. Develop an OER review process2. Generate a catalog of vetted OER3. Promote OER awareness and capacity building

OER PROJECT GOALS

REVIEWING OER

• Help educators select high quality materials

• Provide information for materials adoptions

• Identify gaps in CCSS alignment

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UNLIMITED ACCESS AND PERMISSIONS

CRITERIA FOR OER REVIEW

OVERVIEW OF RESOURCES

CK 12: Algebra (second edition)

Curriki: Algebra 1

Georgia Virtual Academy: Algebra 1

Mathematics Vision Project: Integrated Math 1

National Repository of Online Courses: Algebra 1

Saylor.org: Algebra 1 (select units)

Utah Open High School: Algebra 1

EVALUATION TIMEFRAME

•Math: 5-9 hours per curriculum•Each reviewer assigned 3-4 math courses•30-40 hours total effort

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CC BY-NC Chocolate Ice Cream Sundae by the Culinary Geek http://www.flickr.com/photos/preppybyday/5076304681/

SUPPLEMENTAL INFORMATION

DELIVERY OPTIONS, INSTRUCTIONAL SUPPORT, PROFESSIONAL DEVELOPMENT

INSTRUMENTS TO EVALUATE QUALITY

Publishers’ Criteria

EQuIP Rubrics

Achieve OER Rubrics

NWMC 10/11/13

PUTTING THE CCSS INTO PRACTICE: ATTENDING TO THE SHIFTS

The 3 Shifts in CCSSM

• Focus strongly where the standards focus

• Coherence: Think across grades and link to major topics within grades

• Rigor: In major topics, pursue with equal intensity:– Conceptual understanding– Procedural skill and fluency– Application

Shift One: Focus strongly where the Standards focus

• -Move away from "mile wide, inch deep" curricula identified in TIMSS.

• -Learn from international comparisons.

• -Teach less, learn more.

“Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”

– Ginsburg et al., 2005

NWMC 10/11/13

FOCUS

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Shift Two: Coherence Think across grades, and link to major topics within

grades

• Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

Progression of Learning

Number & Operations

Base 10

Number & Operations Fractions

Ratios & Proportional Relationships

Equations & Expressions

Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application

• The CCSSM require:– Solid conceptual understanding– Procedural skill and fluency– Application of skills in problem solving situations

• In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three

It starts with Focus

• The current U.S. curriculum is ‘a mile wide and an inch deep.’

• Focus is necessary in order to achieve the rigor set forth in the standards

• More in-depth mastery of a smaller set of things pays off

How do students perceive mathematics?

• Doing mathematics means following the rules laid down by the teacher.

• Knowing mathematics means remembering and applying the correct rule when the teacher asks a question.

• Mathematical truth is determined when the answer is ratified by the teacher.

-Mathematical Education of Teachers report (2012)NWMC 10/11/13

How do students perceive mathematics?

• Students who have understood the mathematics they have studied will be able to solve any assigned problem in five minutes or less.

• Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding.

-Mathematical Education of Teachers report (2012)NWMC 10/11/13

Answer Getting

We have structured math so that we value “getting the answer” to a math problem rather than the process and making sense of the math that leads to the answer.

http://bookpeeps.org/2012/11/20/teaching-methods-east-vs-west/

“Struggle” and “mistakes” are not typically rewarded in school.

For struggling students, mistakes = “I’m stupid.”

Reasoning About Mathematics

• OER resources have to attend to the math in a way that provides opportunities for the learner to make sense of the mathematics.

• OER resources need to align with the shifts called out in the CCSS for Math.

• OER resources must present math that builds foundational concepts for future math concepts, ideas and applications—not attending to only skills or individual topics.

Understanding Slope

ALGEBRA I REVIEW – EQUIP RUBRIC

Student Learning Needs

Multiple Representations

Assessment

Publisher’s Criteria

Rigor

Coherence

Mathematical Reasoning

7th grade: 7.NS.A Apply and extend previous understandings of operations with fractions.

NWMC 10/11/13

7.NS.A.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

This is a critical area of focus

NWMC 10/11/13

“Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers.

6th – 8th Progression DocumentThe Number System

NWMC 10/11/13

Showing 5 +(-3) = 2 and -3 + 5 = 2 on the number line

NWMC 10/11/13

Some New Ways of Doing BusinessA number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. (This task assumes that the number line is drawn to scale.)

Which of the following numbers is negative? Choose all that apply. Explain your reasoning.1. a−1 2. a−2 3. −b 4. a+b 5. a−b 6. ab+1

NWMC 10/11/13

Top Resources for Math Educators• Inside Mathematics Video excerpts of mathematics lessons correlated with the

practice standards, resources on content standards alignment, and videos of exemplary lessons in both elementary and secondary settings.

• Illustrative Mathematics Guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards.

• Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels.

• Publishers Criteria Provides criteria for aligned materials to CCSS. Based on the two major evidence-based design principles of the CCSSM, focus and coherence, the document intends to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials.

• Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.

RTI Conference August 21, 2013

Common Core State Standards

DO NOT DEFINE:– Curriculum – How teachers are to teachDO CREATE:– A huge need for curriculum materials– A huge need for teacher professional

development– A huge opportunity for OER materials to meet

these needs

OER Project Website

DIGITALLEARNING.K12.WA.US/OER

OER PROJECT WEBSITE

CC BY Nooksack Stairs by Barbara Soots

NEXT STEPS

Grant program for adaptation/implementation of reviewed materialiGrants FP660

New OER review cycle in January 2014 Applicationsaccepted now!

Website: http://digitallearning.k12.wa.us/oer

Twitter: waOSPI_OER

OER Project Email: barbara.soots@k12.wa.us

Math Questions: anne.gallagher@k12.wa.us

STAY INVOLVED WITH THE OER PROJECT