Curriculum Focal Points PK8 A Quest for Coherence

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Curriculum Focal Points PK-8A Quest for
Coherence
Released September 12, 2006
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The Problem Two Major Issues to Address

• Long lists of mathematics learning expectations
  at the state level with little consistency across
  states
• Emphasis on breadth resulting in lack of depth,
  i.e. mile wide, inch deep curricula in
  mathematics

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Curriculum Focal PointsA Partial Reason
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The Rationale How to Address the Issues

• Identify a few key mathematical ideas across
  preK-8 that prepare students for future
  mathematics, particularly algebra
• Identify the mathematics that should be the focus
  of instruction and student learning at each grade
  level, preK-8

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• Content Standards
• Number/Operations
• Algebra
• Geometry
• Measurement
• Data/Probability

PSSM

• Principles
• Equity
• Curriculum
• Teaching
• Learning
• Assessment
• Technology

Process Standards Problem Solving Reasoning Commun
ication Connections Representation
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NCTM Curriculum Principle

• A curriculum is more than a collection of
  activities it must be
• coherent
• focused on important mathematics
• well articulated across the grades

Principles and Standards for School
Mathematics page 14
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A Proposed Solution Identify Curriculum Focal
Points

• Highlight the most important mathematical ideas
  for each grade level, preK-8
• Describe cohesive clusters of related ideas,
  concepts, skills, and procedures that form the
  foundation for higher-level mathematics

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The Process Participation

• Writing group
• Mathematicians
• Mathematics educators
• Teachers
• Supervisors
• Outside reviewers
• Mathematicians and mathematics educators
• Teachers and supervisors
• Policymakers

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The Process Defining A Curriculum Focal Point

• Major mathematical idea for a grade level
• More than a single objective, standard,
  expectation, or indicator
• An important link in the chain of building
  mathematical understanding, preK-8
• Not an element of a list of discrete topics to
  check off as mastered by students

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The Product Curriculum Focal Points

• Three per grade level, preK-8
• Often represent multiple content strands
• Describe the majority of instruction for a
  specific grade level
• Taken together across grade levels, provide the
  major components of a mathematically sound,
  coherent and cohesive preK-8 curriculum

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The Product Connections to the Curriculum Focal
Points

• Provide meaningful contexts for the focal points
• Identify connections between strands and across
  grade levels
• Round out a well-balanced curriculum

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The Uses Curriculum Focal Points and State and
District Leaders

• As a framework for future development of
  mathematics curriculum and assessments
• To identify grade-level targets

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The Uses Curriculum Focal Points and Teachers

• To design instruction around the question, What
  are the most important ideas at my grade level?
• To see how ideas at one grade level fit with the
  previous and following grades
• To prioritize content and use of materials

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The Uses Curriculum Focal Points and Publishers

• As an example for guiding the next generation of
  instructional materials and related assessments

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The Uses Curriculum Focal Points and Teacher
Educators

• To stimulate discussion about priorities and
  articulation across the grades
• Provide guidance for designing professional
  development for teachers at a grade level
• To inform decisions about teachers knowledge of
  critical mathematics understandings across the
  grades

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Curriculum Focal PointsWhats New

• Priorities
• Grade-by-grade descriptions
• Descriptive clusters of content
• More clarification
• Connections

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Curriculum Focal PointsWhats Not New

• Alignment with Principles and Standards for
  School Mathematics, especially the Curriculum
  Principle
• Well-balanced curriculum
• Strong attention to numbers and operations
• Commitment to problem solving, processes and
  content
• Understanding math, doing math, using math

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Big Picture Thinking from the Profession

• Basic Mathematical Skills (NCSM, 1977)
• An Agenda for Action (NCTM, 1980)
• Curriculum and Evaluation Standards (NCTM, 1989)
• Principles and Standards for School Mathematics
  (NCTM, 2000)

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Common Threads

• Focus on problem solving, reasoning and
  mathematical thinking
• Number/Operations, Algebra, Geometry,
  Measurement, Data/Stats
• Focus on understanding, proficiency and
  application
• Incorporate appropriate technology

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Principles and Standards Primary Messages

• Principles and Standards is basics
  plusteaching the basics and more
• Mathematics with understanding
• A stronger, bolder vision of the basics
• A combination of acquiring skills and making
  sense of mathematical ideas
• Reasoning and communication skills to engender
  resourceful and flexible problem solvers, ready
  to tackle problems of today and tomorrow

PSSM Outreach Materials, 2000
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Questions

• Can curriculum/standards designed around a few
  key ideas structure a comprehensive program?
• Can assessments focus on priorities and problem
  solving?
• How might textbooks/materials look different if
  structured around focal points?
• How can state/federal policies best support rich,
  deep appropriate mathematics for every student?

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Your Questions?
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E-mailcseeley_at_mail.utexas.edu National Council
of Teachers of Mathematicshttp//nctm.org