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An equitable mathematics system intentionally broadens participation and engagement of all students, harnessing cultural, linguistic, and mathematical competencies they bring to the classroom. ODE is committed to collaborating with education partners across the state to analyze our system of mathematics education through the Oregon equity lens in order to change policies and practices that lead to (historically) inequitable student outcomes. The vision of the Oregon Math Project is to engineer a system of equitable math instruction where all students are invited to the table with an authentic sense of belonging, purpose, and joy throughout their K-12 learning.
To achieve this goal, ODE has identified four core commitments which are described in more detail on the ODE Math Standards website, and will be focal points of upcoming newsletters.
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Commitment 1: Provide a strong foundation of mathematical understanding and fluency for every student (March 2021 Focus)
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Commitment 2: Apply mathematics through authentic problem solving opportunities for students (April 2021 Focus)
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Commitment 3: Implement inclusive active learning strategies that engage students with content both inside and outside the classroom (May/June 2021 Focus)
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Commitment 4: Dismantle systemic barriers based on perceptions of students’ mathematical readiness rooted in racially-biased or otherwise invalid assumptions (August 2021 Focus)
The Conference Board of Mathematical Sciences (CBMS) defines active learning as “classroom practices that engage students in activities, such as reading, writing, discussion, or problem solving, that promote higher-order thinking” (CBMS, 2016) and call on all educators to invest time and resources to ensure that effective active learning is incorporated into mathematics classrooms. The National Academies of Sciences also highlight the importance of active learning, identifying that we “learn continually through active engagement across many settings in their environments; learning that occurs outside of compulsory educational environments is a function of the learner’s motivation, interests, and opportunities. Engagement with work, social engagement, physical exercise, and adequate sleep are all associated with lifelong learning and healthy aging” (Conclusion 9-2, NAP, 2018).
A student-centered instructional approach places less emphasis on transmitting factual information from the instructor, and is consistent with the shift in models of learning from information acquisition to knowledge construction (NAP, 2012). This approach includes more time spent engaging students in active learning during class; frequent formative assessment to provide feedback to students and the instructor on students’ levels of conceptual understanding; and in some cases, attention to students’ metacognitive strategies (Prince, 2004).
Promoting active learning practices during instruction includes when both teachers and students are active participants in the learning process that stretch students to grapple with ideas, rethink their assumptions, and examine their conceptual models of mathematics.
Additional readings to learn about this type of instruction can be found in the resources below:
- Conference Board of Mathematical Sciences. (2016). Active Learning in Post-Secondary Mathematics Education. https://www.cbmsweb.org/2016/07/active-learning-in-post-secondary-mathematics-education/
- National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783.
- National Research Council. (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/13362.
- Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231..
Photo by Robert Collins on Unsplash
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As we have been adding resources to the Oregon Open Learning math group, active learning has always been at the forefront of our thinking. It turns out that finding Open Education Resources that are examples of active learning is a pretty easy task. This month we wanted to focus on a few resources that might get the creative juices flowing. As always, we encourage you to find other interesting resources or share your own activities in Oregon Open Learning.
The 2020-2021 year has been a struggle for both students and teachers. However, one of the bright spots is the engaging ways teachers have been able to use technology. As students return to the classroom, some of those technologies can still be used to promote active learning. Pomegraphit is one example recently saved in the Oregon Open Learning math group in the grades 3 to 5 folder. Students explore a cartesian coordinate system to share their own experiences with fruit.
Art and math have long historical connections. One way to promote active learning is to bring your students and the math into new settings. A recently uploaded resource, Arts Lessons in the Classroom: Visual Art Curriculum - Grade 1, suggests ways math and art can be connected through geometry. The resource, developed in Washington, is posted in the Early Learning folder of the Oregon Open Learning math group.
Finally, you may have noticed the interesting and positive ways in which ODE has been shifting the conversation about assessment. One of those new resources is highlighted in this newsletter. Some other assessment resources included in Oregon Open Learning also provide examples of how to engage students in active learning. The Formative Assessment Tasks within the Grade 9-12 folder are just a few examples.
We hope you have a summer that provides time for family, self-renewal, and inspiration. If you have time, we invite you to explore Oregon Open Learning and contribute to the resources.
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In January, the draft Oregon math standards were posted on the ODE math page for public review and still can be viewed today. The public survey is now closed and the work will return to our math content panel to review comments and draft the next version of the standards.
Work this spring will focus on three areas, including:
- Strengthen content found in the clarifying guidance sections
- Review content by progressions and will include particular focus on reviewing a K-12 data science progression in collaboration with the American Statistical Association (ASA).
- Review consistency of standards wording and include public feedback when possible
The current goal will be to have the next draft document ready for public review by the end of July 2021, and prepare for state board presentation materials in fall 2021. Updates will be included in the math newsletter, and can reach out to contact Mark Freed, Mathematics Education Specialist, with any questions or for more information.
Oregon’s interim assessments will be available until July 16, 2021 (for annual scheduled maintenance on the OSAS Portal) and will go live for the 2021-22 academic year on August 17, 2021. The Interim Assessment Blocks (IABs) can be used during summer learning sessions, and individual tasks will be available in Tools for Teachers throughout the summer. We are excited to feature 18 new IABs for 2021-22!
Why use interim assessments?
Oregon’s interim assessments contain right-sized blocks of items that are fully aligned with the content, practices, and intended rigor of Oregon’s standards. They are designed to be used during the teaching and learning process, not as summative tests or quarterly benchmarks that “cover” a full year’s worth of content.
How do I access Oregon’s interim assessments?
All interim assessments can be administered through the OSAS Portal, just like summative assessments. The flexibility of Oregon’s system even allows for individual items to be used during a lesson. Single items can be accessed through the Interim Assessment Item Portal within Tools for Teachers.
How do I use the results?
Teams of educators will find value in looking through “at a glance” trends, including both the top five items and worst five items in student performance. Educators can connect interim assessments to instructional next steps through the use of Connections Playlists in Tools for Teachers. To date, over 2,500 Oregon educators have accessed Tools for Teachers, and more resources are coming for 2021-22!
For more information on Oregon’s interim assessments, including how to plan for implementation in 2021-22, contact Andrew Byerley, ODE Math Assessment Specialist.
2021 Oregon Math Leaders Conference
OCTM’s 2021 Oregon Math Leaders Conference is happening virtually this year on Friday July 30, 2021, from 8:30am-5pm. OML has three goals: professional learning, development of effective workshops to implement at schools or districts, and sharing ideas. This “math camp” will help you grow as a math educator, and you’ll also have lots of fun meeting others from all over our state. Registration is open now! The cost for OCTM members is $50, and for non-OCTM members is $75.
Final Oregon Math Leaders Network Meeting
The final Oregon Math Leaders Network meeting is Thursday June 10, 2021, from 3-4pm. If you consider yourself a math leader, you are! If you haven’t yet signed up to receive the meeting link, please do so here. Our final meeting will reflect on the wins of 2020-21 and set the stage for next year. Your voice is needed!
Summer 2021 Virtual Bootstrap:Data Science Workshop
In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to the Data standards in CS Principles. The final project in Bootstrap:Data Science can be used as the Create Task for AP CS Principles!
This series of modules can be taught as a separate, standalone STEM or CS class or can be integrated into a mainstream math, science, social science, or business class, delivered by a teacher with little to no prior CS experience
Date: July 26-30th
Time: 10:30am-1pm and 2pm-4:30pm, ET
Cost: $750 (includes classroom materials!)
Registrations can be purchased from Brown University
Archive Recordings
Oregon Math Leader Network
- Jo Boaler - 21st Century Mathematics (recording link)
- Desmos - What is Brilliant Here? Using Student Thinking and Identity as the Center of a Classroom Experience (recording link)
Student Achievement Partners - Coffee and Conversations
- Bringing Student Voices to the Anti-Racist Teaching Conversation (recording link)
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