110_Making Math Work

Making Math Work A Pedagogic and Professional Development Strategy for Success Dr Sherrie Schneider Mary Fudge Disclaimer: The work reported herein was supported under the National Dissemination for Career and Technical Education, PR/Award (No VO51A990004) and /or under the National Research Center for Career and Technical Education, PR/Award (No VO51A990006) as administered by the Office of Vocational and Adult Education, U S Department of Education However, the contents not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U S Department of Education, and you should not assume endorsement by the Federal CTE: What we know?      CTE keeps kids in school CTE helps kids focus their PS education plans CTE is an economic benefit to participants and to states CTE-based structures (e.g.,dual enrollment, career academies) can affect achievement and transition of youth to college and work But what more value can CTE provide as part of the high school experience? Perkins IV requires  Develop challenging academic and technical standards and related challenging, integrated instruction Here is the Problem: Math Performance of American Youth NAEP Scores for 17 Year olds Despite the fact, students are taking more math and science Why Focus on CTE  CTE provides a math-rich context  CTE curriculum/pedagogies not systematically emphasize math skill development The Math-in-CTE Study A study to test the possibility that enhancing the embedded mathematics in Technical Education coursework will build skills in this critical academic area without reducing technical skill development Key Questions of the Study     Does enhancing the CTE curriculum with math increase math skills of CTE students? Can we infuse enough math into CTE curricula to meaningfully enhance the academic skills of CTE participants (Perkins III Core Indicator) Without reducing technical skill development What works? Study Design        Random assignment of teachers to experimental or control condition Five simultaneous study replications Three measures of math skills (applied, traditional, college placement) Multi-method: quantitative and qualitative Focused on naturally occurring math (embedded in curriculum) Test a model of Curriculum Integration Intense focus on Fidelity of Treatment The Pedagogy Introduce the CTE lesson Assess students’ math awareness Work through the embedded example Work through related, contextual examples Work through traditional math examples Students demonstrate understanding Formal assessment Element 1: Introduce the CTE lesson   Explain the CTE lesson Identify, discuss, point out, pull out the math embedded in the CTE lesson Element 2: Assess students’ math awareness    Begin “bridging” between the CTE and math Introduce math vocabulary through the math embedded in the CTE Use methods and techniques to assess the whole class Element 3: Work through the math example embedded in the CTE lesson  Work through the steps or processes of the embedded math example  Continue to bridge the CTE and math vocabulary Element 4: Work through related, contextual math-in-CTE examples Using the same embedded math concept:  Work through similar problems in the same occupational context  Use examples of varying levels of difficulty; order from basic to advanced  Continue to bridge CTE and math vocabulary  Check for understanding Element 5: Work through traditional math examples Using the same embedded math concept:  Work from applied to abstract problems  Work through examples as they may appear on standardized tests  Move from basic to advanced problems  Continue to bridge CTE-math vocabulary  Check for understanding Element 6: Students demonstrate understanding    Provide students with opportunities to demonstrate their understanding of the math concepts embedded in the CTE Connect the math back to CTE context Conclude the lesson with CTE Element 7: Formal Assessment  Include math questions in formal assessments, for example:  CTE unit exams  CTE project assessments Some Final Thoughts… math concept ≠ lesson ≠ class period Lessons can address one or more concepts and/or last longer than one class period PEDAGOGY: The “Seven Elements” in brief Introduce the CTE lesson Assess students’ math awareness Work through embedded example Work through related, contextual example Work through traditional example Students demonstrate understanding Formal assessment Math in CTE Health Lesson Alices Areas Health Lesson Making It All Work: The Math-in-CTE Model Final Thoughts Final thoughts: Math-in-CTE Model     A powerful, evidence based strategy for improving math skills of students; A way but not THE way to help high school students master math Not a substitute for traditional math courses Lab (experiential venue) for mastering what many students learn but don’t understand Contact Information Sherrie Schneider schneider.sherrie@comcast.net Office 303-252-6390 Cell 303-489-4145  Mary Fudge mfudge@rocketmail.com Office 269-668-4817 Cell 269-217-4348  Questions ... and not with the C D E math curriculum Understand math as essential workplace skill Maximize the math in CTE curricula CTE teachers are teachers of math- in-CTE” NOT math teachers The Professional... Elements of a Math- Enhanced Lesson Introduce the CTE lesson Assess students’ math awareness Work through the embedded example Work through related, contextual examples Work through traditional math examples... indirect math support The Math Enhancement Process (The Element Pedagogic Model) Map of Math Concepts Addressed by Enhanced Lessons in each SLMP Math Concept Number of Corresponding CTE Math Lessons