From the evening of September 21 through the morning of September 24, seventy-some attendees at the Twelfth Annual Meeting of the ExxonMobil Foundation/NCTM K-5 Mathematics Specialists engaged in meaningful and sustained conversation as they examined issues pertinent to children's mathematical understanding and participated in activities relevant to their own thinking about mathematics.
Held this year at the corporation's
impressive Downstream Headquarters in Fairfax, Virginia, the
meeting afforded participants opportunities to share ideas among
themselves, presenters and ExxonMobil employees in a unique and
comfortable setting. Everyone agreed that ExxonMobil was a
gracious and perfect host, providing outstanding lodging, food,
meeting space, and arrangements.
In this issue, you'll find summaries of presentations given by Ruth Parker and Patty Lofgren; Deborah Ball and Hyman Bass; Tom Carpenter and Megan Loef Franke; and Doug Clements and Vicki Bachman. Remarks from addresses by ExxonMobil Foundation President Ed Ahnert and by NCTM President Lee Stiff are noted in these pages along with an account of Sunday morning's informal conversation with Lee Stiff, Doug Clements and Skip Fennell.
Also included are reports from participants' perspectives on Thursday's two concurrent presessions—one led by Virginia Bastable, Deborah Schifter and Jill Bodner-Lester and the other by Skip Fennell. Summaries of Friday's breakout sessions led by Sherry Beard, Susan O'Boyle, Carol Brooks and Casilda Pardo may be found here, along with a report on the listserv session hosted by Holli Aflatouni and Anne Herndon. There's also an account of the lunch conversations at the "birds-of-a-feather" tables organized by Christopher Kribs-Zaleta and Virginia Bastable.
Allowing participants time to renew relationships and form friendships has been a hallmark of the meeting since the first one in 1989, and this year was no different. But with each participant hoping to meet all others over one long weekend, the traditional "handshake problem" always takes on new meaning! This year, networking opportunities included bus trips to and from the hotel and corporate headquarters, lunch with ExxonMobil employees, a "field trip" to key monuments in Washington, D.C., the traditional banquet, and numerous breaks between sessions. Accounts of these "extracurricular" activities are included, and photographs taken at the meeting are scattered throughout these pages.
The Foundation wishes to thank planning committee members Vicki Bachman, Virginia Bastable, Christopher Kribs-Zaleta and Sherry Rosenberg for their invaluable help in planning this year's events. Also deserving thanks are ExxonMobil's Debbie Rhodes in Irving and Sherry Holmes and Patrick Dexter at the Fairfax, VA site.
Following the presessions on Thursday afternoon, participants enjoyed choices from a palette of delicious entrees at a buffet dinner. Afterwards, ExxonMobil Foundation's Joe Gonzales welcomed guests: "Though I am still learning about all you do, I am impressed with the impact you make and the change you inspire. Please give yourselves a round of applause."
Joking that although he was intending to make only a few comments—but finding he had a microphone—"Who could ask for more?"—Joe briefly addressed the merger and its effects. He remarked that the merger provides an opportunity to look at the philosophy and practices of the Foundation. "However, we look at education as a significant and important part of who we are as a Foundation." Joe concluded by expressing once more his appreciation for the work of project participants, and then introduced Jean Moon.
Jean began, "Will you relinquish the mike?" and welcomed participants as laughter filled the room. After updating us on important details and announcing the location of the evening's listserv session and the opportunity to view videos of the presessions, Jean thanked those who served on the planning committee. After hearing a reminder of the next day's early departure for the Conference Center, the group dispersed.
The meeting officially began with a warm welcome from Kitty Cochran representing Exxon Mobil Corporation's Downstream Headquarters. In addition to making us feel at home and acquainting us with the layout and amenities of the Conference Center, Kitty also gave us the "short course" on distinctions between the "upstream" and "downstream" sides of the business.
Kitty's welcome was followed by ExxonMobil President Ed Ahnert's. Limiting his remarks so that sessions could begin, Ed thanked participants for their "extremely important work" and promised further conversations over the course of the conference.
Find bios and publications of guests presenters in the July/August Intersection. Ed.
Ruth Parker and Patty Lofgren"Patterns, Functions and Algebraic Reasoning" was the topic that Ruth and her colleague, Patty Lofgren, chose to present. Ruth and Patty are directors of the Mathematics Education Collaborative (MEC) in Ferndale, WA. Their work involves not only engaging parents in conversation about children's mathematical learning and fostering collaboration among the public, teachers and administrators, but also helping teachers deepen their own mathematical understanding. Through a series of nine-day mathematics content courses, they are helping teachers understand how to more effectively teach powerful mathematics to students.
Making her audience comfortable from the start is characteristic of Ruth Parker, and so it was with us, too. Ruth remarked that the activities during the session would allow us to "take a glimpse into teaching" by examining what it means to:
Beginning by placing color tiles in a deliberate pattern on the overhead platform, Ruth modeled with us a whole-group investigation about how the pattern developed. Inviting a variety of responses with the question, "Who saw it differently and would be willing to share?" participants were eventually led to offer algebraic expressions for "How would the 100th step look?"
Patty Lofgren followed Ruth to challenge us with solving on our own and with others "the bull pen problem" and a series of "increasing patterns" problems that we could investigate within the format of "menu." (For examples, see Kathy Richardson's Developing Number Concepts Using Unifix Cubes, Addison-Wesley, 1984.) For each series of patterns, we were asked to 1) build the next two steps, and 2) describe what the 10th step would look like. Unifix cubes and tools for solving and recording our work were supplied at each table.
When the whole group convened, discussion began about various ways to solve and express solutions for the bullpen problem, with participants offering and defending their answers and the audience discussing and honoring those answers. Among other benefits, the session provided a valuable "how to" for leading children to look at different problems in different ways and for making mathematical connections through whole group processing.
The subject for this session was
"Developing Useful and Usable Mathematical Knowledge in
Teaching." Deborah Bass is currently a professor of
mathematics education and teacher education at the University of
Michigan. Her work on the process of learning to teach and on the
mathematics teachers need to teach well is based on her many
years as a classroom teacher. Also at the University of Michigan,
Hyman Bass is a professor of education and mathematics. He chairs
the Mathematical Sciences Education Board and is president-elect
of the American Mathematical Society.
This engaging session began with an overview by Deborah regarding the three central problems she and Hyman are currently working on in their "Mathematics Teaching and Learning to Teach Project":
Next Deborah explained the process by which they do their work: examining a year-long "record of practice" on videotape from Deborah's classroom; identifying recurrent tasks, issues, problems; making point-by-point annotations to analyze what was happening mathematically. That process always raises two questions: What mathematical knowledge is implied by the curriculum and what mathematical knowledge is entailed by the enactment of the curriculum?
A videotape made in Deborah's class showed us children explaining their solutions to this problem: "Joshua ate 16 peas on Monday and 32 on Tuesday. How many more peas did he eat on Tuesday than on Monday?" Having received a transcript of the tape, we were asked "to work with our neighbors" prior to whole-group discussion to identify points where some mathematical issue was at play. When the group came together, we spent time talking about the fascinating mathematical issues embedded in this lesson—as entailed by the curriculum and also by the enactment of the curriculum.
In another part of their presentation, Deborah and Hyman had us work with three of what they called the "core tasks and problems of practice"—writing a quiz (or creating a task to learn where students are), interpreting and responding to students, and appraising and re-scaling tasks—and to discuss the issues that surface. Some were: weaknesses of tasks; best ways to present tasks; dangers with questioning strategies derailing thinking; designing appropriate follow-up strategies; making assumptions about children's abstract thinking.
The session ended with substantive discussion about how and why teachers benefit from professional development using "records of practice" (e.g., videotapes, written cases, students' written work, transcripts, teachers' notes), possible problems to look for, and how those might be addressed. Hy ended the session on a light note by quoting Yogi Berra: "In theory there is no difference between theory and practice. In practice there is."
Tom Carpenter and Megan Loef Franke"The Elementary Grades Algebra Project" was the topic presented by Tom Carpenter and Megan Loef Franke. Currently at the University of Wisconsin-Madison, Tom is a professor of curriculum and instruction (mathematics education) as well as the Director of the National Center for Improving Student Learning and Achievement in Mathematics and Science. Megan is an associate professor in the Graduate School of Education and Information Studies at UCLA. Through her work with the Cognitively Guided Instruction project, she has focused on investigating professional development that supports teachers' generative change.
Noting that we would be looking at both students' thinking and teachers' learning, Megan began the session by asking us to consider these questions: How do students reason? How do they think about mathematical tasks? What is the vision we have for our students? Where do we want students to go with this?
She also introduced the idea of "generative growth"—the process whereby teachers engage in ongoing, long-term learning of mathematics—noting that successful teachers develop detailed knowledge about student learning; a way to put the details about that knowledge into a structure; and an identity around adapting and creating knowledge and practice. Megan stressed that we want this growth to happen regularly in classrooms as well as in professional development sessions, and that we want to expose teachers to the developmental trajectories that will help them improve their practice.
When Tom was introduced, he quipped that since we all agree that we are interested in long-term professional development, it seemed antithetical to that position to have just an hour to do it in! After the laughter, Tom spoke about what have been major themes in working with algebraic reasoning with students in grades 1 - 6: making, justifying and using generalizations; and using symbols to represent mathematical ideas and to represent and solve problems
"Equality as a relation" was the specific issue about children's algebraic reasoning that Tom and Megan selected for us to investigate. Tom shared with us answers given by elementary-age children for the problem 8 + 4 = __ + 5 (7; 12; 17; 12 and 17). That was the beginning of a lively discussion about just what children believe about the = sign and why. Tom asked us to work with those around us to create "true or false?" number sentences that would challenge children's notions of equality (e.g., 6 + 7 = __ + 6; 20 = 11 + __; 5 = 5). When the whole group came together, we discussed the suggested number sentences, how children might respond to them and why, and how to lead children to understand the concept of equality that is so important to their success in algebraic reasoning.
Doug Clements and Vicki Bachman presented "Issues in Pre-K Mathematics," a session that looked at what must be considered as the educational community addresses young children's knowledge and learning of mathematics. Doug Clements, currently a professor of mathematics and computer education at the State University of New York, Buffalo, is a former kindergarten teacher. Last May, he organized and convened the "Conference on Standards for Preschool and Kindergarten Mathematics Education." Vicki Bachman directs a ExxonMobil-supported project in the Iowa City Community Schools, and was an attendee at May's conference. (Please see Intersection, July/August 2000 and www.gse.buffalo.edu/org/conference.)
Beginning by acknowledging the increased
attention to early childhood mathematics, and suggesting the
factors that have led to it—an increasing number of children
in early care/education programs; more states instituting
universal preschool; the sheer number of children (12.9 million)
who are in the age range infants to preschoolers; NCTM's PSSM
and state standards—Doug expressed his hope that the session
would bring into focus what that attention means to us as
mathematics educators. Then Doug introduced Vicki who made
comments from a practitioner's perspective about the May
conference. She said that it verified that the view of early
childhood education was changing from "cute" and
"superfluous"; it offered opportunities to react to
panel discussion; and it brought together in meaningful
conversation educators, mathematicians, early childhood experts,
researchers, and others interested in the learning of young
children. A follow-up meeting is planned for late October.
Doug walked us through the tentative findings of the conference, focusing on the sensitive and important area of proposing standards for early childhood in mathematics. The May conference brought together for the first time people who talked thoughtfully about the advantages, disadvantages, uses, misuses, and concomitant effects on other areas (e.g., professional development) of putting in place standards and curricula for early childhood. It was no surprise that the critical issue of standards for children, standards for programs, or standards for both was discussed at length. Doug stated: "There is a substantial and critical difference between standards as a vision of excellence and standards as requirements for mastery." (e.g., the difference between PSSM and high-stakes testing).
The topics of determining "coherent conceptual chunks" (the goals most central and appropriate for each age level) and developing the "learning trajectories" that are basically missing for early childhood were also addressed. Vicki pointed out that the equity issue was of great important, and that to address it, educators need to have accessible research. She emphasized also the need for more avenues to share information and more connections between professional organizations, particularly with states beginning to license programs.
The session ended with a fascinating overview of the "mathematizing with computers" that is part of Doug's NSF-funded "Building Blocks" project (see www.gse.buffalo.edu/org/building blocks/.)
It has become a tradition each year for ExxonMobil employees to "Take a Teacher (or Two) to Lunch," treating guests to lunch in the cafeteria and dining there or in an office.This year there was an additional feature—taking a walk. Some hosts led their participants along the paths around this beautiful facility; some conducted tours of the interior to show off the extensive collection of artwork by internationally known painters, sculptors and photographers. This unique opportunity to learn about one another and to exchange ideas about education continues to receive high marks from both hosts and guests.
Sharing conversation over "dinner in little boxes," participants made their way on Friday evening to the nation's capital for guided tours of that city's notable monuments: the Franklin Delano Roosevelt Memorial, the Vietnam Veterans Memorial, the Lincoln Memorial, the Korean War Veterans Memorial and the Iwo Jima Memorial. Viewed at a distance were the Washington Monument, the Jefferson Memorial, the White House, and the Capitol. The pleasant temperature, the opportunity to stroll and talk with friends, and the sight of these remarkable monuments by night made the evening one to remember.
Thanks to the planning of Christopher Kribs-Zaleta and Virginia Bastable, participants were able to eat lunch on Saturday with other individuals who shared like interests. The "topics for tables" were: considerations in adopting a curriculum; teaching data in grades K-3; identifying dilemmas and rewards of being teacher-leaders; communicating goals of mathematics reform to parents; and creating and sustaining school-university collaborations. When additional topics were invited, one table convened around the politics of education reform. Needless to say, the room was alive with conversation!
Dining with PresidentsSaturday evening found conference guests feted by ExxonMobil in the Downstream Headquarters' atrium for a delightful evening that featured a musical ensemble, savory appetizers, a sumptuous repast and the opportunity to hear remarks by ExxonMobil Foundation's President Ed Ahnert and NCTM's President Lee Stiff.
"This dinner is our way of honoring you," Ed Ahnert began. "It is the highpoint of my year." Noting that since 1988, 300 grants have been made to 100 projects, he continued, "Each project defines the role of the math specialist in its own way. It is the people in schools who best understand what makes for success. You have been pro-active in working with other teachers and parents and administrators in offering central leadership for successful programs."
After further compliments and thanks, Ed concluded, "We don't give money away; we invest in success. Our investment is in children who will be tomorrow's leaders."
Lee StiffAfter an introduction by Ed, Dr. Lee Stiff opened his remarks by expressing his gratitude for being invited to spend time with us. He initiated a round of applause in our honor.
The subject of Lee's address was "Up Close and Personal, Getting to Know the New PSSM Vision: A High Quality Mathematics Education for Every Child." Illustrating his points with several Calvin and Hobbes' cartoons—and sparking his comments with humor of his own—Lee promoted the message of the PSSM in a manner that was both entertaining and meaningful. In the first cartoon he shared, Calvin is telling Hobbes that he thinks math is not a science but a religion. Pointing to his math book, Calvin declares, "Why this whole book is full of things you have to take on faith. And as a math atheist," quips Calvin, "I should be excused from all this." Using that cartoon as a starting point, Dr. Stiff pitched that teachers must find ways "...to engage all those young people who want to 'be excused from all this.'"
Lee emphasized why the way mathematics
is taught and learned must change: the world is changing;
students are different; and, mathematics is not working well
enough for enough students. Telling a sweet and touching story
about how his own baby daughter began making sense of the world
when she was barely old enough to speak, Lee reiterated the
importance of making mathematics understandable and accessible to
all students no matter where they are with it. And
reminding us that coaches of the medal-winning gymnasts began
with the bar on the floor and raised it little by little as their
students gained confidence, Dr. Stiff was clear that we must
support our students as well as challenge them.
Lee concluded the evening with a saying he created, "Those who can, do; those who care, teach."
Each article below is a compilation of reports from Linda Coutts, Janet Sharp, Bonnie Tank, and Vandi Hodges who were kind enough to be your editor's "eyes and ears" in the presessions. Many thanks to all! Ed.
Skip Fennell of Western Maryland College led this session, and Sherry Rosenberg facilitated.
Beginning with the question, "Have things changed that much?" Skip launched the session by inviting discussion about how number and operations concepts are taught today; how and how often textbooks present lessons on those concepts; what kinds of tools and manipulatives (e.g., ten-frames, part-part-whole grids, number lines, etc.) we use to help children understand those concepts; and how it is that children acquire number sense.
Skip clarified the idea of number sense, suggesting that it is composed of five things: flexibility with numbers, fluency with numbers, algorithm knowledge, estimation skill, and operation knowledge.
During the group discussion, several examples of children's thinking were provided and we discussed at length the connection between number sense and children's abilities to compose and de-compose numbers. Helping children develop this sort of number flexibility is a key component of developing number sense. Through engaging us in a few activities around number size, we were launched into thinking about how to best help children understand it, particularly for large numbers. In the end, we determined that children must roll up their sleeves and actively explore when it is that a number—say 100—is large and when it is small.
The session also brought up questions about whether—and if so, how and in what context—teaching concepts about time and money (what Skip called "the historical mess in our curriculum") should be introduced. Are those concepts better dealt with as social constructs that should be addressed "across the curriculum" rather than merged with mathematics? Many viewpoints were expressed.
Another part of the session focused on developing algebraic underpinnings for children in K-3 classrooms. Skip suggested focusing on connecting algorithms and operations in a meaningful way and then using carefully selected "algebra words" to facilitate this development. The final point was that number knowledge can lead to algebraic knowledge if the number knowledge is developed conceptually. Along the way, there was discussion about the idea of "teaching algebra" being so frightening to elementary teachers, and suggestions about how to address that fear.
This session was led by Virginia Bastable and and Jill Bodner-Lester from Summer Math for Teachers and DMI, and by Deborah Schifter, EDC and DMI. Christopher Kribs-Zaleta was the facilitator.
Three years ago, Deborah Schifter from EDC came to the Exxon Annual Meeting in Houston to share the pilot case studies for the first DMI (Developing Mathematical Ideas) project. Their first modules are now published along with facilitator's guides and videos. Many of the ExxonMobil projects that have sent teams to Mt. Holyoke are now conducting sessions in their districts.
During the session, Virginia, Jill and Deborah engaged participants in discussions about geometry. These discussions centered not only around our beliefs and understanding about geometry but around children's beliefs and understandings as well. Linda reports: "As usual, this engaging trio of presenters went about shaking our notions about shape and composing and decomposing shapes. Sometimes in this area there isn't much difference between the adult's and children's notions."
"The trio" involved the participants in an activity from Investigations in Number, Data and Space called "Crazy Cakes." We were given five irregular polygons and asked to divide them into two equal halves. Through sharing our strategies of dividing the shapes, we were able to bring to the surface a great discussion about the mathematics of what we were asked to do. Bonnie wrote, "After watching a video of fourth-graders struggling to communicate to their peers how they divided the same shapes, we realized it could have been a video of us! We tried to identify the key mathematical ideas.What did children need to understand to be able to do this?"
Remarked Vandi, "For me it was a wonderful reminder of my experiences this past summer at the DMI Institute.With increased awareness, I began to really appreciate the wealth of children's thinking and to better understand my role in encouraging students to share and clarify their ideas."
Measurement was the second challenge we dealt with. We tried to define an angle and then read a transcript of fifth-grade students attempting the same question. A wide variety of student interpretations (and our own) quickly became apparent. We viewed a video of second-graders offering their understanding of angle using their hands and the hands of friends to illustrate the concept. They were amazingly sophisticated in their thinking.
The case studies, videos, and guides for the new modules will be available for purchase next summer or at the latest next fall. Bonnie adds, "I'm looking forward to another thoughtful resource to help teachers look at the mathematics and to continue to develop the habit of listening to children's ideas." For more, please visit www.edc.org/LTT/CDT/DMIcur.html.
EXXONMOBILTNT—the Foundation-supported listserv that "lives" at Brigham Young University thanks to Bob Speiser and Chuck Walter— was the hot topic at a session hosted by its "caretakers"— Holli Aflatouni and Anne Herndon. In order to solicit input on who uses it—as well as how and why—they posted these "questions to think about" prior to the meeting:
Those attending this session expressed that they use the listserv because it: gives a feeling of connectedness; provides "common ground"; has utility; is informative; presents issues that effect teachers; provides side-connections; is a vehicle for support.
Anne and Holli reported what were the most popular topics and themes over the past few months: high stakes testing; Investigations; national education and election issues; "aloneness"— the isolation of the classroom; "how did you get where you are now"; fractions; K measurement; requests for help.
After that, participants suggested items to put on the "wish list" for discussion: PSSM; mathematics strands based on "grade bands"; the concept of "representation"; pertinent publications (e.g., Liping Ma's recent title).
If you haven't yet subscribed, please do! Send an e-mail message with these words in the body (not the subject line) of the message: subscribe EXXONMOBILTNT. The account from which you send your message will be subscribed to the list. Please address the e-mail to majordomo@math.byu.edu. After subscribing, you'll receive further information.
Four different breakout sessions were offered in each of two one-hour blocks on Friday afternoon, allowing participants to choose two.
Sherry Beard of Marilyn Burns Education Associates presented a session focused on why it is essential to have principals and other school administrators prepared and "on board" if they are to build the leadership capacity to effect changes in mathematics education. In Math Solutions workshops, Sherry helps principals become more effective instructional leaders by having them examine these questions:What are you trying to accomplish? Who in your school is doing it? How can you connect them with others in your school? How can you refocus your meeting time with teachers to support this learning? How does your budget mirror your commitment to professional development? Verifying that as instructional leaders principals need to empower teachers to take on leadership roles, Sherry shared what her work has shown about how effective principals accomplish that. Please visit www.mathsolutions.com for more.
Carol Brooks shared information about the Mini-Grant Program supported by ExxonMobil Foundation for qualifying Title I Mathematics / Science Project schools in the Tucson USD, AZ. Teams at schools that meet the criteria are invited to submit proposals for projects that will result in student success in mathematics and science; include all staff and parents; and implement NCTM standards. Awards are in the range of $3,000 - $5,000. Recipients are encouraged to set goals, establish priorities, and develop activities that seem right for their own schools. They are provided ongoing support as well as opportunities to receive professional development, participate in book study groups, investigate mathematics topics with colleagues, try new teaching and assessment practices, and bring parents into the picture.
Susan O'Boyle told those in her session how she has effectively used study groups as a strategy for staff development in mathematics in her project in Houston, TX. Acquainting us with the benefits of "Third Tuesday"— an after-school study group concept she began several years ago—Susan noted that such meetings: reduce "the isolation of the classroom" as teachers share issues of mutual concern; provide an informal setting to discuss mathematics; help teachers transition from "sit and get" workshops to interactive sessions; provide an opportunity to continue and sustain "unfinished" conversations over time; introduce teachers to resources (e.g., the work of Kathy Richardson, Paul Trafton, TERC., etc..). Susan advised us what must be in place for study groups to succeed (e.g., time and place must be appropriate, facilitators must be viewed as "resources") and what to expect in terms of positive changes.
Casilda Pardo, a full-time resource teacher at a Foundation-supported Title I elementary school in Albuquerque, NM, shared strategies or "guiding principles" for how to make change happen in mathematics, especially to meet the needs of underachieving students: work with all teachers in a school for an extended period of time (Casilda said that they had been working with principals as well using "Lenses on Learning"); use the principles of the NCTM's Professional Standards for Teaching Mathematics as a basis for pedagogy; include math content in every in-service; lead in-services in ways that model working with children in the classroom; encourage the use of Standards-based curriculum (they initially used Investigations). Casilda said that since children are dismissed one hour early each Wednesday, teachers have also had opportunities to articulate with one another what they are doing.
Sunday morning found some thirty-five participants engaged in informal conversation with Lee Stiff, Doug Clements and Skip Fennell. The topic was supposed be "Conversation about PSSM," and we did address the meaning and effect of the new document for part of the session. But because we trust one another as "critical friends," and because we found that our new president welcomes hard questions, we took the opportunity to spend time on some really tough issues.
Lee opened the session by asking, "What can NCTM do to shore up the ideas of PSSM for you?" He spoke eloquently about NCTM's mission to help promote the idea that all children—girls, minorities, urban students, rural students—all children can do math. Underscoring that point with Alan Greenspan's comments that the economy of the future will be based on "intellectual property," Dr. Stiff encouraged us to keep working to make sure that all children have the same opportunities to learn mathematics.
Lee told us that while NCTM has been
creating op-ed pieces and conducting media-training for
spokespeople in order to be proactive rather than reactive in
supporting PSSM and promoting "what works," he
also had us understand that since NCTM has not traditionally been
an aggressive "political beast," some NCTM board
members are understandably reluctant to use money from the
membership to become engaged in "political exercises."
Skip Fennell, who served previously on NCTM's Board of Directors,
agreed.
The discussion turned to effective ways "to get the message out." Making the point that teachers themselves must do PR, Ruth Parker brought a laugh with a quote from a colleague: "Sometimes that's like a chamber orchestra playing at a monster-truck rally". Ruth's comment prompted Judith Kysh to put into words an attitude held and expressed by some parents: "I never understood algebra, and I want my daughter to have the same opportunity." Judith spoke of the need to "put a team in place" to help defend what we're doing. Susan Ohanian suggested that the organization have available packets on "hot topics." Doug Clements brought up the necessity "to set the record straight" and to rid our pitches of "researcher jargon." Sherry Beard reminded us of "the need for clarity," causing Lee to comment, "Yes, we do need more specificity; we need to talk with clarify about the 'scope and sequence' in PSSM." Linda Coutts noted that when it becomes available, the Navigations series—like the Addenda series—will help give that specificity and guidance.
In answer to Bill Fisher's comment that PR and op-ed pieces by themselves won't be enough, Lee explained that with the only revenue streams coming from conferences, publications, and dues, and with the board traditionally against becoming a political organization, trying to champion "what we're about" more aggressively would be difficult. Various suggestions were made: let members designate on applications/renewals how their dues should be spent; create a political action fund; bring the issue before the delegate assembly as a joint resolution. (See note from Pat Hess below.)
Much of the remaining time was spent asking questions, expressing concerns, and giving feedback to Doug Clements about the proposed standards for early childhood mathematics. Noting that he is aware of and shares many of the same concerns, Doug invited anyone interested to react to the draft document that he hopes will be ready by November.
As time ran out, Ruth Parker remarked: "It's nice to know that we're in capable hands, Lee."
When the applause ceased, Dr. Stiff
said, "Thank you. I have a lot of ideas, but not much time.
I can't believe all there is to do. So—please pray for
me!"
Jean Moon made closing remarks: "Thank you all for coming. We do the work better because of these kinds of exchanges. Safe journeys home."
Joe Gonzales adjourned the session with these words: "NCTM needs to get the message out, and you can help. It is important for all of you to understand that you are the key. We are happy that our corporation and foundation have been able to help sustain your efforts. We will stay involved in issues that effect education. You have been part of our history, and you will be a part of the future. Thanks."
Note from Pat Hess: At this session, a spirited discussion ensued. One issue kept recurring, the issue of needed data from NCTM on what programs are working. Dr. Stiff understood the need for such data, but explained that the high cost of gathering and making this available to the membership. The NCTM Board of Directors is always alert to the cost of added projects. If a resolution on this issue is brought before the delegate assembly in April, the Board will take notice. I have contacted the Albuquerque Council of Teachers of Mathematics and suggest that all of you out there do the same with your local and state organizations.
Thanks to Norma Sakamoto at WestEd for forwarding the information below. Ed.
In January, an article appeared in Intersection introducing the newly-funded "Mathematics Case Studies Project" at WestEd in CA. In June, late-summer "Mathematics Case Methods Seminars" hosted by WestEd were announced. September's issue featured the article "Math Case Discussions: What We've Gained—Collegiality and Professionalism" written by two teachers.
It turns out that the seminars are being offered once again in November, and you can still arrange to attend if you phone in your registration by October 30.
The seminars present cases about real classroom situations and include dialogue and student work. You will learn: how to examine the math, student thinking, instruction and language in a case; how cases are facilitated; how to practice the techniques (if you volunteer!); and how to introduce cases to others.
You may register for the "Newcomers Option," given Nov. 3 - 4, to learn about cases and facilitation ($350), or the "Advanced Option," given Nov. 3 - 5, to learn about cases, facilitation, and introducing cases to others ($450). Classes will be held at the WestEd Offices in Oakland, CA. To register, please phone Angela Sackett at (510) 302-4253 or e-mail her at asacket@WestEd.org by October 30.
The final report from the National Commission on Mathematics and Science Teaching for the 21st Century has been released (see Intersection, February 2000). The executive summary and full text of "Before It's Too Late," the result of the work of this commission (also known as the Glenn Commission because it was chaired by former astronaut and senator John Glenn), may be viewed at www.ed.gov/inits/Math/glenn/.
When Reggio Emilia preschools were referenced during the session led by Doug Clements and Vicki Bachman, many people expressed an interest to know more about them. Visit ericeece.org/reggio.html or e-mail info@reggiochildren.it for information.
If you are a member of NCTM, please don't forget to vote in NCTM's Board of Directors and presidential election. Ballots must be received by October 31, so please don't delay! The results of the election will be announced in January.
Two brand-new titles from Math Solutions Publications are available for review: So You Have To Teach Math? Sound Advice for K-6 Teachers by Marilyn Burns and Robyn Silbey and Math Homework That Counts, Grades 4-6, by Annette Raphel.
If you offer to read and review one of these books for a future issue of Intersection, I'll mail it to you "for keeps." If you're interested, please contact me using the information just below.Thanks.
Want to shorten that list of resolutions you make each New Year's Eve? Submit something now for the November/December issue or write an article over your winter holiday for the January issue and you'll have one of your resolutions scratched off before the fat lady sings "Auld Lang Syne."
Please send your contributions by November 13 for the November/December issue or by January 8 for the January 2001 issue to Jean Ehnebuske, 105 Hideaway Cove, Georgetown, TX 78628; phone, (512) 869-1580; fax, (512) 869-8477; e-mail, jean@intersectionlive.org. Thanks!
[Previous Issue] [Home] [Next Issue]