1	Welcome Curriculum Committee/Parents To a Presentation of Bristol Township’s Reform Math Programs
2	Agenda History and Process Reasons for Selection: Math in Context Reasons for Selection: Core Plus How this Program meets the Standards Sample Lesson from Math in Context Recent Developments The Implementation Process Question and Answer Session
3	History and the Process Background: During the 1998 school year Joe Merlino, a professor at LaSalle University, came to the IU and presented Math Reform and the National Science Foundation (NSF) Grant Program. Subsequent to this seminar, Professor Merlino was invited to Bristol Township to present the Grant Program. His presentation to the Curriculum Committee was on March 15, 1998. On August 17, 1998 the School Board voted to participate in the Program.
4	History and the Process Background:(Continued) In October 1998 Tony Campione, an associate of Mr. Merlino, came to Bristol Township and presented one of the NSF approved Math Reform Programs. On November 18th and 19th several teachers from the District attended a Math in Context training seminar at the Bethlehem School District. After this observation Mr. Merlino and Mr. Campione came to the District and met several times with our Math teachers to discuss the reform programs.
5	History and the Process Background: The math teachers narrowed their selection to two programs: Connected Mathematics and Math in Context. The two programs were ranked number 1 and number 2 respectively by the NSF. Arrangements were then made to observe Connected Mathematics at the Pennsauken School District on March 15, 1999. On April 28, 1999 the District’s Middle School Math teachers selected Math in Context (MiC) On May 18, 1999 the high school select Core Plus after visitations to Kensington H.S. and Haddon S.D.
6	Reasons for selection: Math in Context User friendly student material The student material was logically organized and illustrations were used to supplement the content. More appealing to the students Because it is easier for the students to use they should enjoy working with the books which will promote success.
7	Reasons for selection: Math in Context Heavier emphasis on Algebra This will enable students to make the transition to traditional Algebra and Geometry if necessary. Inter-disciplinary This program uses an inter-disciplinary approach. Students discuss concepts related to the Number, Algebra, Geometry and Statistics Strands. Depth versus Breadth This program provides for in-depth investigations and explorations of concepts. Although the number of concepts covered will decrease students understanding of what they have learned should increase.
8	Reasons for selection: Core Plus Algorithms are imbedded in many activities. Algebra is integrated with statistics, probability and geometry. Assessments such as capstone activities match PSSA formats. Real-life applications are incorporated into each lesson.
9	Reasons for selection: Core Plus Test data indicate that more students score at the average and above average ranges on the PSSA, IOWA and SAT tests when they have used this program. Positive feedback was evident from visitations.
10	How these Programs meet the Standards Through a series of three books on standards the National Council of Teachers of Mathematics (NCTM) provides a blueprint for changing the way mathematics is taught. The first of this series is titled “Curriculum and Evaluation Standards for School Mathematics” and was issued in 1989. Recently Pennsylvania followed the NCTM’s lead and issued a comprehensive set of standards which are in line with the NCTM standards.
11	How these Programs meet the Standards The NCTM issued their “Professional Standards for Teaching Mathematics” in 1991. In 1995 they issued the “Assessment Standards for School Mathematics” in 1995. As previously mentioned MiC was created with these standards in mind. The books incorporate numerous recommendations outlined in these standards. Examples of these will be discussed later. In addition, a former chairman from the NCTM developed this program.
12	How these Programs meet the Standards Dr. Thomas Romberg, the chairperson of the commission for the NCTM Curriculum and Evaluation Standards was invited by the NSF to develop a middle-school program that embodied the NCTM standards. This is the program that he and his staff at the University of Wisconsin created. Given Dr. Romberg’s intimate knowledge of the standards this program was specifically designed with the standards in mind.
13	How these Programs meet the Standards Pennsylvania now gives the PSSA test to all 8th grade students. The test is designed to measure how well students understand the concepts outlined in the state standards. Since Math in Context and Core Plus are Reform Mathematics programs designed with the goal of meeting the standards. For example, one activity was virtually identical to a problem that appeared on a prior PSSA test. Students learn concepts through real-life contexts.
14	How these Programs meet the Standards Students are required to explain their responses in both verbal and written formats. This improves the student’s ability to communicate mathematically which is one of the core NCTM curriculum standards. Teachers are provided with a wide variety of assessment methods and tools to accurate evaluate their students understanding. Open-ended questions promote discovery and higher order thinking and improve the students depth of comprehension.
15	Math in Context Activity Comparing Quantities: This unit is part of the programs 6th grade Algebra Strand. This activity will deal with Combination Charts It is an example of how the series meets the standards. Several standards are addressed through this activity . One such standard is Standard 8-Patterns and Functions from the NCTM’s “Curriculum and Evaluation Standards” Turn to Page 7 in your student booklets and we will complete this activity
16	The Implementation Process Mathematics teachers in the District will attend a summer training sessions in 1999, 2000 and 2001. Each session will provide in depth training on the content of the program. It will also provide us with an opportunity to work through some of the activities that will be used. In addition to the summer session we will receive guidance from LaSalle University throughout the implementation of the program. Partial implementation of the program started in the 1999/2000 school year (6th Grade only).
17	Recent Developments The NCTM is preparing to release a new set of standards titled “Principles and Standards for School Mathematics.” In this document the NCTM clarifies its’ position on arriving at the correct answer vs. the approach. A lot of critics complained the standard placed too heavy an emphasis on approach and not enough on accuracy. With the new standards the NCTM is emphasizing that accuracy, efficiency and basic skills are important aspects of a math curriculum.
18	Recent Developments Although the MiC program was designed with the old standards in mind it emphasizes the importance of accuracy. Additionally, it is easy to supplement activities with practice worksheets that emphasize certain skills. Therefore, the program can easily be adapted to address the NCTM’s new standards.
19	Question and Answer Session .
20	The End