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An update from Academic Standards, Instruction and Assessment
Vol. 3, No. 4: Dec. 2, 2024
Computer Science Education Week
The Minnesota Department of Education is sponsoring Computer Science Education Week (CSEdWeek), an annual week-long program on Dec. 9–15. CSEdWeek is a time to help spread awareness about the importance of computer science (CS), champion equity, and recognize the contributions of students, teachers and partners in CS education and the world around us.
The theme of this year’s CSEdWeek is “Looking Back, Leaping Forward” with a specific focus on honoring past achievements while inspiring the next generation to leap forward into new possibilities with CS. Teachers and schools are encouraged to provide computer science programming during this week to introduce students, families, and community members to computer science. Examples of past programs include Family Computer Science nights, Hour of Code programming, and bringing a CS expert into a classroom. Visit the CSEdWeek website for more ideas and resources.
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2024 State of Computer Science Education
Every year Code.org, Expanding Computing Education Pathways, and the Computer Science Teachers Association publishes the State of Computer Science Education, an update on national and state-level computer science education policy. The report includes information about state policy trends, data about access and participation in computer science education, and state summaries. This year, Minnesota moved from last in the nation for access to foundational computer science at the high school level to 48th. This growth was the largest increase in the number of high schools offering foundational computer science in the nation. Minnesota schools and teachers have been doing amazing work across the state to increase access to computer science at all grade levels.
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Application Open for Science MCA-IV and Alt MCA Standard Setting
After the first administration for a new series of assessments aligned to revised academic standards, a committee of educators and community members define the performance levels on the new assessment. The Standard Setting Committee will use the Science MCA-IV and Alt MCA Performance Level Descriptors to determine what it means for students to demonstrate proficiency on the Academic Standards in Science.
We are looking for a diverse group of classroom educators representing science education throughout the state. This committee will balance grade-level and content-area knowledge of the 2019 Minnesota Science Standards, geographic distribution and the diversity of our student population. Participants will contribute their instructional expertise and knowledge of the 2019 Science standards and collaborate with peers from across Minnesota while earning Continuing Education Units (CEUs) and an honorarium.
Please encourage science, special education and multilingual learner educators to apply to be part of one of these in-person committees next summer:
Applications will be open until Jan. 10. Committee members will be chosen based on grade-level and content-area needs, as well as experience with the 2019 Minnesota Science Standards.
Another way to be involved in MCA and Alt MCA development is to register to participate in Educator Review Committees. Your input is vital in the development of questions assessing the Academic Standards in Science. This opportunity is open to science, math, language arts, EL and special education teachers. Please contact mde.testing@state.mn.us for more information.
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Health Standards Committee Application
Applications are now open for the Health Standards Committee. Applications will close on Tuesday, Dec. 3. MDE is seeking health teachers and representatives from many groups, as outlined in the adult and student assumptions documents. The goal of the Health Standards Committee is to develop the first state level standards in health to be the foundation for health education in Minnesota. Applicants must agree to the assumptions and the timeline, and be available for all meetings from January through June 2025. In addition to the full group meetings, there will be many small group meetings scheduled to draft standards and benchmarks. Application information is available on the Health Education page.
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Curriculum Director Meetings
What: MDE will host three virtual Curriculum Directors Meetings in 2024–25.
Why: Curriculum Director Meetings are intended to provide Curriculum Directors with legislative updates, implementation and timeline guidance, information around educational trends or topics, technical assistance regarding feedback from survey responses, as well as an opportunity to learn about other Minnesota Department of Education divisions and supports. Curriculum Director Meetings are a great opportunity to network and meet other Curriculum Directors with less than five years of experience. New and experienced Curriculum Directors are welcome to attend either session. Curriculum Director virtual sessions are not recorded and CEUs will not be provided as these sessions are an additional support rather than a training.
When: Jan. 7 at either 7:30–8:30 a.m. or 4–5 p.m.
More info: If your district experienced a Curriculum Director(s) change, please visit Schools and Organizations (MDE-ORG). Within MDE-ORG, select Contact List from the left menu, then District Curriculum Leader. On the District Curriculum Leader page, you can verify and update the necessary contact information for your Curriculum Director(s).
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Alternate Assessment December Chat and Connect
What: MTAS/Alternate MCA test administrators and special education staff are invited to meet with MDE alternate assessment specialists to give feedback, ask questions and connect with other special education staff from across the state.
Why: Discuss WIDA Alternate ACCESS with Dean Reasoner, MDE’s EL Assessment Specialist. Learn about Science Alternate MCA materials available for Spring 2025. Share your feedback and have your questions answered.
When: Dec. 17, 4–5 p.m. Series will continue monthly, meeting the third Tuesday of each month. The Alternate Assessment Chat and Connect dates that upcoming for this year are Jan. 21, Feb. 18, March 18, April 15, and May 20 at 4 p.m. Register once for the entire series of monthly meetings.
Where: Via Zoom. Register for the Alt Assessment Chat and Connect.
Contact: Alt.Assessment.MDE@state.mn.us.
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Computer Science Education Week Webinar
What: Join MDE’s Andrea Wilson Vazquez, Computer Science Specialist, and Sarah Carter, STEM/CS Integration Specialist, and the Computer Science Teachers Association, Minnesota Chapter, for a CSEdWeek webinar. We will spotlight local CS Heroes, including Rowen Elsmore and Jodi Bang from Bloomington Public Schools to learn more about how they have approached AI education in their district, and will talk about Minnesota-specific impacts of computing.
When: Dec. 11, 3:30–4:30 p.m.
How: Register for the CSEdWeek or contact Andrea Wilson Vazquez.
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Gifted Education Virtual Open Office Hours
Who: Educators, administrators, community members.
What: Office hours are an informal opportunity to ask any question related to Gifted Education.
When: Join MDE’s Gifted Education office hours the second Wednesday of the month, from 3:30 to 4:30 p.m., during the school year.
How: Visit the Gifted Education page of the MDE website for session links.
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Calculator Use in the Classroom and Assessments
“It’s not like kids will have calculators with them in the grocery store when they grow up!” Really? Many already do on their wrist. The use of calculators in K–12 math instruction and assessments is a topic of ongoing debate among educators. In recent years, researchers and educators have explored the advantages and challenges associated with incorporating calculators into the classroom and assessments.
Calculators, particularly graphing and scientific models, can enhance student understanding of complex mathematical concepts by reducing the time spent on manual calculations. This allows students to focus on higher-order thinking, such as problem-solving, pattern recognition, and application of mathematical reasoning. Studies indicate that calculators support the development of number sense and mathematical reasoning when integrated thoughtfully into instruction. When integrated effectively, calculators can help students explore mathematical relationships and visualize data, fostering deeper conceptual understanding. Moreover, calculators have been shown to make math more engaging for students, as the devices often serve as a tool for instant feedback and error-checking, encouraging iterative learning.
On assessments, calculator use presents both opportunities and challenges. Many assessments, including the MCAs, incorporate calculator-permitted sections, enabling students to tackle complex problems more efficiently. Research suggests that when students are proficient in using calculators appropriately, their performance on tests improves, especially on questions requiring higher-order thinking. However, educators must ensure students are equally skilled in non-calculator problem-solving to meet test requirements.
The use of calculators can help bridge equity gaps in education. For students who struggle with basic arithmetic, calculators provide a level playing field by enabling them to engage with higher-level math tasks. This is especially significant in diverse classrooms where students may have varying levels of preparedness. Furthermore, calculators can assist students with disabilities, acting as a tool that promotes inclusion and accessibility in learning environments (International Journal of Educational Technology). The use of free online calculators, such as Desmos (now provided on the MCAs), increases accessibility and equity as students do not need to own a handheld calculator.
While calculators offer numerous benefits, their misuse can lead to over-reliance and diminished computational skills. Students who depend on calculators without mastering foundational math skills may struggle in situations where technology is unavailable, such as assessments with limited calculator use. To address this, balanced approaches that include calculator-free components in exams are recommended to ensure fundamental skills are not neglected.
Despite concerns, calculators are not inherently detrimental but require strategic implementation. Research suggests that fostering a “calculator-aware” curriculum—where students learn when and how to use them effectively—can improve mathematical fluency and confidence. Teachers play a pivotal role in guiding appropriate use, ensuring calculators serve as tools to augment learning rather than crutches that replace foundational skills. This nuanced approach can maximize the benefits of calculators while mitigating potential drawbacks, making them valuable assets in modern math education.
Effective integration of calculators requires that teachers receive proper training. Professional development programs can help educators understand how to incorporate calculators strategically, ensuring they complement rather than replace foundational learning. This involves teaching students when and how to use calculators as tools, emphasizing their role in supporting, not replacing, mathematical reasoning.
Incorporating calculators into K–12 math instruction and assessment offers substantial benefits but requires careful implementation. Striking a balance between fostering technological fluency and maintaining core math skills is essential. As education evolves, calculators can play a pivotal role in preparing students for advanced studies and real-world applications, provided they are used thoughtfully and supported by strong instructional practices.
“It’s not like kids will have artificial intelligence with them in the grocery store when they grow up.” Really? Let’s address that in a future article.
Sources:
Dabell, J. (n.d.). Are calculators in the maths classroom a bad thing? Maths – No Problem. Retrieved Nov. 20, 2024, from https://mathsnoproblem.com
Desmos. (n.d.). Testing. Retrieved Nov. 20, 2024, from https://www.desmos.com/testing/
International Center for Distance Education in Science and Technology. (1997). The role of calculators in education. https://dl.icdst.org/pdfs/files/7e75876d727d4625d4ad2779ed173215.pdf
Minnesota Department of Education. (2024). Stand-alone calculators. Pearson Access Next. Retrieved November 20, 2024, from https://minnesota.pearsonaccessnext.com/stand-alone-calculators/
National Council of Teachers of Mathematics (NCTM). (n.d.). Calculator use. Retrieved November 20, 2024, from https://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Calculator-Use/
The SHARE Team. (2013, Jan. 11). Pros and cons of allowing kids to use calculators in math class. Resilient Educator. Retrieved Nov. 20, 2024, from https://resilienteducator.com/classroom-resources/pros-and-cons-of-allowing-kids-to-use-calculators-in-math-class/
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Division of Academic Standards, Instruction and Assessment
Minnesota Department of Education
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