Math in the Middle Experience Doug Glasshoff Rural Education Workshop September 14, 2006 Doug...

Math in the Middle Experience


Doug GlasshoffRural Education Workshop

September 14, 2006


September 14, 2006

IntroductionIntroduction

9/14/06 Math In the Middle Experience 3


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

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



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

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


IntroductionIntroduction Why Math in the Middle?

Masters Stipends Learn more about teaching

mathematics Learn more about middle school

students Meet other math teachers

Why Math in the Middle? Masters Stipends Learn more about teaching

mathematics Learn more about middle school

students Meet other math teachers

Action Research ProjectAction 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?

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?



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

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



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)

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)



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

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



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)

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)



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

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



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

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



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)

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.”




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)

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)



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.”


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.”




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)

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.

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.



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

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




September 14, 2006


September 14, 2006

Math in the Middle Experience Doug Glasshoff Rural Education Workshop September 14, 2006 Doug...

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