We have been blessed with five children, and our youngest graduated from high school last night. Of course, there are countless emotions rushed through my mind at such a milestone occasion. I thought about the first moments we laid eyes on our daughter and all the ways we’ve witnessed her growing and maturing over the years. I cherish those memories because they bring me such joy. I considered the various friends and family members who have entered her - some of whom have remained as fixtures and others of whom have just passed through. Their contributions to who she has become, whether significant or small, are all important. I have also given considerable thought to the teachers and counselors who have worked with our daughter during her educational career. She attended a public school district that serves a diverse population with a decidedly bimodal achievement record. This district is situated in a university town within a high poverty county, so the teaching and learning there is challenging in every way. But it’s because of this great challenge that the opportunity for a terrific education exists. If my first four children are any indication, this K-12 education that our school district provides greatly prepares its students for college or other career goals. My husband and I are banking on this fact for our youngest child since so much still lies before her.
It has been said that successful people make decisions with the future in mind while unsuccessful people make decisions largely based on what feels good at the time. As mathematics teachers, we understand this dichotomy as we work with students every day. The Standards of Mathematical Practice highlight the need for students at every grade level to make wise choices with sound reasoning while learning the content standards of mathematics. These practice standards help largely to move our students into the arena of mathematical thinkers, able to make intelligent decisions as consumers and citizens. Our daughter was in the third grade when the Georgia Performance Standards, emphasizing student understanding and interpretation, were implemented. She was a ninth-grader when the Georgia Performance Common Core Standards were enacted, and now she is graduating under the Georgia Standards for Excellence. I firmly believe this shift in classroom emphasis from memorization and rote learning to grappling with the processes and understandings has made a significant contribution to her success in her math courses as well as in other academic areas. Her learning expectations have been shaped by these experiences in her mathematics classroom. Additionally, the opportunity to have genuine interactions with her teachers attributed to her growth in self-confidence and poise in the classroom.
I am incredibly thankful for the impact these teachers have made on our child’s life, and, just in case no one has told you lately, many others are grateful for your service to their children as well. I recently learned that 92% of all students in the United States attend public schools. In this regard, we work with students from every background and walk of life, notwithstanding many circumstances beyond our abilities as classroom teachers to control. We might not be able to help all students achieve all the goals set for them, but we make significant, lifelong contributions to the young men and women they will become. It’s largely why many of us went into this profession in the first place.
The end of a school year often leaves us emotionally and physically exhausted and in need of rejuvenation. In many ways, you just spent the last year draining yourself and your resources in order to pour them into the lives of your students. I hope you receive the appreciation of your students and their families for your selfless service, and I hope their growth over this year encourage you to have a renewed strength and vigor to begin again next year. Have a wonderful summer break!
Something special is happening for professional learning this summer
of 2016! The National Council of Teachers of Mathematics (NCTM)
will be holding the following Summer Institutes in Atlanta:
The Georgia Council of
Teachers of Mathematics is excited to announce the winners of the
Summer Institute scholarships who will their travel and registration
expenses completely funded. Congratulations to:
Dewayne Mobley and Lessie Cowart, Savannah-Chatham County
Public Schools
Julie Hernandez and Lori Knight, Bryan County Schools
Lexi Tanner and Mendy Grant, South Columbia Elementary
Julie
Hernandez
Lori
Knight
Lexi
Tanner
Mendy
Grant
NCTM's Interactive
Institutes offer two and a half days of face-to-face, in-depth
professional development provided by experts in mathematics
education.
Benefit from everything
NCTM Institutes offer, including:
Instruction aligned
to college- and career-ready standards
Practical
classroom strategies to promote student success
Please save these dates
and make plans see us at NCTM Summer Institutes 2016.We are excited
to have this event held in our own backyard. See you there!
The
following summary report was provided by Tyler J. Kaplan and Ryan
Loke, consultants hired by GCTM to provide guidance related to
advocacy. The report included legislation dealing with educational
issues as well as Board of Education updates.
Georgia General
Assembly Summary Report, 2016 Session
Prepared for: The Georgia Council of Teachers of Mathematics
Tyler J. Kaplan, Legislative Director, and Ryan Loke, Legislative
Assistant
In the early hours of
the morning on March 25th, 2016 the Georgia General Assembly
completed its 40-day legislative session and adjourned “Sine Die.”
Upon adjournment, the Governor has 40 days to sign or veto bills
(this year he will have until May 3rd). If the Governor does not
sign or veto a bill, it will automatically become law. The Governor
has the power of line-item veto over the budget bills. Below is a
summary and comprehensive grid of the impactful legislation that we
worked to identify, analyze, and track throughout the session.
Legislative
update:
SB 364 was authored by Senate Education Chairman Lindsey Tippins
(R-Marietta). This bill seeks to reform the use of standardized
tests in the evaluation of both students and teachers. A major focus
of the bill is to pivot from summative assessments to formative
evaluations in mathematics and reading. Of note, the bill requires
science end of course tests to be administered annually in grades
five and eight. The House version of the bill incorporates
provisions of HB 1061 including the provision that would require
that teachers be evaluated on a students’ achievement only if the
student attends at least 90 percent of instructional days for the
course in question. The Senate agreed to the House’s changes to this
bill and it is now on the Governor’s desk awaiting action.
SB 355 was authored by Senator William Ligon (R-Brunswick). This
bill originally sought to enact numerous reforms to the use of
standardized tests and Georgia’s teacher evaluation system. The bill
was revised in the Senate to address standardized test opt-out
procedures and seek to prevent teachers and administrators from
being penalized when a student does not take a mandated test. This
bill was approved by the House and is now on the Governor’s desk
awaiting action.
HB 801 was authored by House Speaker Pro Tempore Jan Jones
(R-Milton). This bill, which has strong support from House
leadership, seeks to allow the University System of Georgia to add
GPA weights to certain STEM courses, which would exclusively impact
a student’s HOPE GPA. The purpose of the bill is to prevent students
from avoiding STEM courses because of the impact that the rigor
could have on their HOPE scholarship eligibility. The House agreed
to the Senate changes to this bill and it is now on the Governor’s
desk awaiting action.
HB 739 was authored by Rep. Kevin Tanner (R-Dawsonville). This
bill, which was drafted in consultation with the Department of
Education and numerous school districts, seeks to bring greater
transparency to the instructional materials adoption process. The
bill would make the statewide materials adoption process optional
and require local districts to institute an instructional material
review process that includes an easily accessible public notice and
a parental component. This bill was approved by both the House and
the Senate and is now on the Governor’s desk awaiting action.
HB 1061 was authored by Rep. Tom Dickson (R-Cohutta). This bill
seeks to reduce the impact of assessments on teacher evaluations. It
also seeks to require that growth in student achievement as measured
for teacher evaluation purposes only be used if the student attends
at least 90 percent of instructional days for the course in
question. The bill does not seek to change the number of state
mandated assessments in any specific subject matter area. This bill
was considered by the House Education Committee but did not receive
a vote. It did not achieve final passage this year.
Advocacy Updates
While no legislation
specific to mathematics was enacted during the 2016 legislative
session, there are several issues that will be on the ballot in
November that will affect education and teachers. The following
links contain information of interest to teachers related to public
education.
GCTM will continue to
promote the importance of a quality mathematics education in Georgia
with legislators. Several efforts are in the planning stages:
schedule meetings with legislators; schedule school visits for
interested legislators; provide an opportunity for legislators to
meet some students who are excelling in mathematics during the
session; and schedule the 4th annual Math Day at the Capitol during
the 2017 legislative session. In addition, legislators and State
Board of Education members will be sent a special invitation to
attend the Georgia Mathematics Conference at Rock Eagle.
Please reach out to your
legislator and invite them to visit your classroom to see students
engaged in mathematics in meaningful ways that incorporate the
mathematical practices, the Standards for Mathematical Practices.
You can find contact
information for your legislators at the following link.
To provide that the state recommendation process for
instructional materials and content is optional
HB 801
Jones, Jan (47th)
Senate Higher Education
Enacted; signed by the Governor
Relating to education, so as to revise various provisions
regarding the HOPE scholarship; to include certain
coursework in computer science as optional rigor
requirements; to provide for weighted scores for such
college coursework
HB 1061
Dickson, Tom (6th)
House Education
Did not pass
Relating to annual performance evaluations, so as to provide
for the composition of factors in annual evaluations for
teachers of record, assistant principals, and principals; to
provide for recommended practices for classroom and school
observations for purposes of annual evaluations
SB 310
Ligon, Jr., William (3rd)
Senate Education and Youth
Language from the measure was added to HB 659 which was
ultimately vetoed by the Governor
To provide that a written analysis must be provided to the
General Assembly before the terms of any grant affecting
K-12 education over $20 million is ratified.
SB 329
Tippins, Lindsey (37th)
Senate Higher Education
Enacted; signed by the Governor
To expand provisions relating to awarding of high school
diplomas based on certain dual credit coursework
SB 348
Tippins, Lindsey (37th)
Senate Education and Youth
Enacted; signed by the Governor
To provide for college and career academies as charter
schools or as schools within a strategic waivers school
system or charter system
SB 35
Ligon, Jr., Wiliam (3rd)
Senate Education and Youth
Enacted; signed by the Governor
To provide for testing opt-out procedures and prohibit
punitive sit and stare policies
SB 364
Tippins, Lindsey (37th)
Senate Education and Youth
Enacted; signed by the Governor
To provide for comprehensive reform of state mandated
testing and its impact on teacher and student evaluations
Board of Education
update:
The Georgia Board of
Education took up the final adoption of the proposed science and
social studies Standards of Excellence in their March 31st meeting.
Five individuals testified in favor of the revised science standards
including retired teachers, representatives from the Captain Planet
Foundation, the University of Georgia, and other stakeholder groups.
After testimony was heard, the Board moved to adopt the draft
science standards and they were approved unanimously. As a result of
the substantial outreach that the Board of Education and State
School Superintendent Richard Woods received on the recent last
minute changes to the social studies Standards of Excellence, the
Board voted to postpone the vote on the social studies standards to
the May 5th meeting so that the social studies standards advisory
group can reconvene on April 21st and evaluate the changes and the
feedback they received. US History and Government in particular will
be reviewed closely.
Also of note, the House
and Senate Education Chairmen Brooks Coleman (R-Duluth) and Lindsey
Tippins (R-Marietta) were in attendance and provided an overview of
the actions of the General Assembly during the 2016 legislative
session. Chairman Tippins reviewed
SB 364 after which board member Barbra Hampton encouraged him
and his committee to refrain from making additional changes that
would impact teachers in the next few years. Chairman Tippins
responded by saying that he intended to “measure twice and cut once
on this issue.”
Chairman Coleman gave an
update on initiatives that the General Assembly plans to address in
the coming years – he noted that Georgia is in the “dark ages” in
terms of technology in the classroom and that legislation is in the
works to encourage the use of advanced technology. He told the group
that this would be a priority next year during the legislative
session. Additionally, Chairman Coleman noted that he and his
committee plan to hold seven to eight hearings around the state in
the coming year (three in the spring and four in the fall) to ask
teachers: 1) How do you teach reading? 2) How do you teach
mathematics? 3) What is still wrong with testing? 4) How do we
successfully pay for high performing teachers based on indicators
other/in addition to testing? 5) How do we make it happen? In the
conclusion of his remarks, Chairman Coleman mentioned that he plans
to advocate for a tax credit in the coming years totaling $20-25
million per year for grants to allow teachers experiment with new
and innovative ways to teach reading and mathematics.
Dr. Rose Mary Zbiek, Curriculum and
Instruction Department Chair, Penn State
Dr. Susan Peters, Associate Professor,
Mathematics Education, University of Louisville
Statistics content
occupies a prominent position in curriculum expectations.
Recommendations for statistics teaching include actively engaging
students with important statistical ideas and appropriately
integrating technology into activities (Garfield & Ben-Zvi, 2008).
Teachers can benefit from statistical learning opportunities that
align with these recommendations (Chance & Rossman, 2006). In this
article, we share experiences from our design and implementation of
an activity to develop conceptual understanding of the coefficient
of determination, R2. We use it to provide prospective teachers with
a learning opportunity aligned with statistics teaching
recommendations and encourage its use with secondary students. The
activity offers a unique combination of opportunities to use
technology for doing and learning statistics, to draw on calculus
ideas, and to make surprising connections to secondary school
mathematics content.
The
coefficient of determination activity helps teachers and students
develop multiple aspects of bivariate data analysis—analysis of data
involving two variables. This area of statistics is prominent in
curriculum recommendations, including Focus in High School
Mathematics (NCTM, 2009), Principles and Standards for School
Mathematics (NCTM, 2000), and the Common Core State Standards
in Mathematics (CCSSM [CCSSI, 2010]). Common Core State
Standards in Mathematics additionally emphasizes modeling and
strategic use of appropriate tools. Recommendations for mathematics
teacher preparation (AMTE, 2006; CBMS, 2012; Franklin et al., 2015)
parallel these curriculum themes. We designed the coefficient of
determination activity to target these recommendations and to
encourage flexible thinking about statistics content.
Coefficient of Determination
Activity
The coefficient of
determination activity is about moving beyond knowing the
coefficient of determination as a number for R2 to reasoning about
it as a concept in the context of least squares regression to model
relationships between variables. The activity was designed to
develop conceptual understanding of R2, model relationships between
variables and assess goodness of fit, make connections to common
mathematics content (and among representations), and promote
technology as a tool for learning and teaching. Technology that
allows for dynamic interaction with data, such as the freely
available Core Math Tools from the National Council of Teachers of
Mathematics, is best for this activity.
Dr. Zbiek is a former Pennsylvania mathematics
and computer science teacher. She joined the Penn State faculty in
2002 after a decade of teaching mathematics and mathematics
education at the University of Iowa. Her scholarly interests focus
on teachers' and students' mathematical reasoning and
representations in technology-intensive environments at the
secondary and college levels.
Dr. Peters earned a Ph.D in Curriculum and
Instruction from Penn State in 2009. She currently teaches Middle
and secondary mathematics education as well as graduate research
topics in mathematics education at the University of Louisville. Her
research interests include statistics education, teacher knowledge
and mathematics, and mathematics teacher education.
Arsalan Wares, Professor of Mathematics,
Valdosta State University
Abstract
The purpose of this paper is to describe the mathematics that emanate from the construction of an origami box. We first construct a simple origami box from a rectangular sheet and then discuss some of the mathematical questions that arise in the context of geometry and algebra. The activity can be used as a context for illustrating how algebra and geometry, like other branches of mathematics, are interrelated.
A New Twist on an Old Box
The Common Core State Standards put a tremendous amount of emphasis on conceptual understanding (CCSSI, 2010). Origami provides a powerful context for conceptual understanding of mathematical ideas. Among other things, origami gives our students ready-made manipulatives that can be used to visualize abstract mathematical ideas in a concrete manner (Haga, 2006; Hull, 2006). For instance, when one creates a box from a rectangular sheet of paper, the box becomes the object that can be manipulated and analyzed, and abstract concepts like length, width, height, volume, and surface area become something that one can “touch.” When students have objects that they have created, students communicate better with one another and with their teacher. Moreover, paper folding in general is essentially mathematics in action. When one is folding paper, she or he is playing with mathematical concepts like perpendicular bisection, angle bisection, and properties of right isosceles triangle, just to name a few of the mathematical concepts that are inextricably connected to paper folding (Tubis & Mills, 2006). In fact, it actually becomes fairly difficult to separate paper folding from mathematics. Due to the link between origami and art, origami can additionally be used to inspire artistic-minded students to think mathematically. Lastly, origami creates a powerful context for the application of Howard Gardner’s theory of Multiple Intelligences (Gardner, 2006; Wares, 2013). Gardner’s theory of Multiple Intelligences incorporates several other dimensions of intelligences besides
linguistic and logical-mathematical intelligence. Gardner identified the following nine intelligences:
linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, naturalist, and existential intelligence
(Gardner, 2006).
In this paper folding activity, we learn to fold an origami box, and discuss the mathematics embedded in the box. No experience in origami is needed to construct this box. However, it is important to make the creases sharp and accurate. Figure 1 illustrates the two types of creases that are formed when a piece of paper is folded. The constructed box will be a prism with a rectangular base.
Arsalan Wares teaches mathematics education courses at Valdosta State University in Valdosta, GA. He is interested in the role of paper folding in the teaching of mathematics.
Do you know a teacher of
mathematics that goes above and beyond their job description to
assure their students are successful? Now is the perfect time to
stop and recommend this person for a well-deserved GCTM honor/award.
The rules for making a nomination have been changed to make it
easier than ever to submit the name of a special educator that truly
makes a difference in the lives of their students for a GCTM
honor/award. No longer does the person making the nomination need to
be a member of GCTM, except in the case of the Gladys M. Thomason
Award. This means any teacher, coach, administrator, parent, or
student is now eligible to submit a great candidate for any of the
other appropriate honors/awards.
Gladys M. Thomason Award for Distinguished Service :
Nomination form
Each year, GCTM selects one outstanding individual as the Gladys M.
Thomason Award winner. Selection is based on distinguished service
in the field of mathematics education at the local, regional, and
state levels. To be eligible for the award, the nominee must be a
member of GCTM and NCTM; be fully certified in mathematics,
elementary or middle grades education at the fourth year level or
beyond -- or if the nominee is a college professor, be at least an
assistant professor; and have had at least five years teaching or
supervisory experience in mathematics or mathematical education in
Georgia.
Dwight Love Award :
Nomination form
This award is presented to a teacher in Georgia who models
excellence in the profession and in life and gives much to others
beyond the classroom as mentor, teacher and leader. The awardee is a
master teacher, professionally active, and promotes GCTM and its
mission.
John Neff Award :
Nomination form
This award is presented to a member of GCTM who demonstrates
excellence as a full time post secondary educator and/or district
supervisor. The recipient is someone who is an inspirer, a mentor,
and an advocate of mathematics and mathematics education.
Awards for Excellence in the Teaching of Mathematics :
Nomination form
Three awards, one each for elementary, middle, and secondary levels,
are given to excellent teachers who have strong content foundations
in mathematics appropriate for their teaching level, show evidence
of growth in the teaching of mathematics, and show evidence of
professional involvement in GCTM and NCTM.
Teacher of Promise Award :
Nomination form
GCTM recognizes one outstanding new teacher/ member in the state
each year who has no more than 3 years experience at the time of the
nomination and who demonstrates qualities of excellence in the
teaching of mathematics.
GRANTS
Do you have great ideas
for activities and lessons for your students, but just do not have
the materials to implement them in your classroom because there is
no money available through your school, system, or PTA? GCTM can
help! GCTM offers mini-grants in any amount up to $300 and special
project grants to support larger projects that focus staff
development, conferences, curriculum development, task forces,
research projects, and other initiatives. For more information,
please visit the
Grants Page to send us your application. Be sure to make it
simple for those voting on your grant to understand the purpose of
your lesson, why you need the items you are requesting, and why you
need help with funding. GCTM wants to help YOU!
Before you know it, it
will be time for another Georgia Mathematics Conference at Rock
Eagle. Save the date! The 57th GMC will be held on October 19th
through 21st, 2016. The theme will focus on “Principles to Actions,”
as recently addressed by NCTM. Here is a preview of some of our
special and keynote speakers we have in store for you.
Keynote speakers:
Wednesday night: Dr.
Erica Walker; Teachers College at Columbia University (and
product of Atlanta Public Schools with a Ph.D. from Harvard).
Thursday night: Dr.
Jenny Bay-Williams, University of Louisville
Friday 2:15: Pamela
Weber-Harris, University of Texas at Austin
Featured
speakers:
Pam Seda, Seda
Education Consulting
Erin Talley, Osborne
High School, Social Justice
David Burnett, Origo
Education
Graham Fletcher (and
colleagues), Math Specialist, Griffin-Spalding Schools
Marielle Myers,
Wendy Sanchez & Kennesaw State University students
David Custer,
Decatur High School, Activities Editor for Mathematics Teacher
Kevin Moore, UGA
Dorothy White, UGA
Lisa Sheehy (and 8th
grade students), Hall County Blended Learning Academy
Are you interested in
being a speaker for one of the sessions at the conference? Please
fill out a
speaker proposal form found here. See you in October!
The
Georgia Mathematics Conference is seeking a highly-motivated
teacher/educator to serve as Conference Coordinator! Mentoring
will be provided fall 2016, with position responsibility beginning
November 1, 2016. For more information, please send a letter of
interest to Kaycie
Maddox, GCTM President.
You can help GCTM’s
mission to promote a high-quality mathematics education for
Georgia’s students by serving in this important position – send your
letter today!
What can Reflections do
for you? Over the next school year, we will strive to bring you
content that is relevant to your life inside the classroom and
across the state. Below you will find topics that we are considering
to highlight for the 2016 – 2017 school year. Which of these are
most important to you? Let us know by taking a quick eight-question
poll. Thank you for your help!
The GCTM Middle School
Math Tournament was held at Thomson Middle School in Centerville,
Georgia on April 23, 2016. Middle schools from across the state were
invited to register up to eight students to compete. The tournament
consisted of a 30 question multiple-choice test with a 45-minute
time limit; 10 individual ciphering problems, each problem with a
two-minute time limit; 3 rounds of four pair ciphering problems (in
which students from a school formed teams of two), each round with a
four-minute time limit; and a four-person team “power question,” in
which the team solves a complex problem with a 10-minute time limit.
The tournament is
designed to challenge middle school students and to reinforce
classroom skills. However, we also make sure the students have fun!
At the conclusion of the tournament, students participate in a fun
“Frightnin’ Lightnin’” Round, where students must be quick on the
draw to answer math problems posed orally. The winners of this round
get candy!
Trophies went to the top
five teams and the top ten individuals. For the first time in the
history of the tournament, there was a three-way tie for first place
between Charlie Furniss and Holden Watson of Fulton Science Academy,
and Stephen Yin of Oconee County Middle School. The top teams are
below.
TOP TEAMS:
Fulton Science
Academy, Alpharetta
Westminster, Atlanta
Oconee County Middle
School, Watkinsville
Tattnall Square
Academy, Macon
Stratford Academy,
Macon
Eighty students from
fourteen schools participated. Sponsors that are members of GCTM
only had to pay a $10 registration fee or submit five
multiple-choice questions for possible inclusion in a future
tournament. The next GCTM middle school tournament is scheduled for
April 22, 2017.
The 40th annual GCTM State Math Tournament
was held at Middle Georgia State University in Macon, Georgia on
April 30, 2016. Schools are invited to the state tournament based on
their performance on previous Georgia tournaments throughout the
2015-2016 school year. Thirty-five invited schools attended this
year’s state tournament. Four students are selected by their school
sponsor to represent each school (one school brought a team of
three). Eighteen individuals were also invited to try-out for the
state-wide Georgia ARML team, making a total of 157 participants.
The tournament consisted of a very challenging
written test of 45 multiple-choice questions and 5 free-response
questions with a 90-minute time limit; 10 individual ciphering
problems, each problem with a two-minute time limit; and a team
round. The team round consisted of 12 problems for each team to
solve while working together within eighteen minutes.
Each participant and their school sponsor was given a
2016 State Tournament T-shirt.
The top five teams and the top fifteen individuals
are listed below.
TOP TEAMS:
Gwinnett School of Math Science and Technology
Chamblee Charter High School
Northview High School
Kennesaw Mountain High School
Walton High School
TOP INDIVIDUALS:
Timothy Gieseking, Gwinnett School of Math Science and
Technology
Tony Zeng, Brookwood High School
Nilai Sarda, Westminster
Parth Kumar, Cambridge High School
Daniel Chu, Kennesaw Mountain High School
Chenthuran Abeyakaran, Chamblee Charter High School
Bill Zhang, Northview High School
Joshua Ani, Chamblee Charter High School
Michael Peng, Campbell High School
Shawn Im, Peachtree Ridge High School
Julius Tao, Gwinnett School of Math Science and Technology
Jason Fan, Gwinnett School of Math Science and Technology
Alice Lin, Northview High School
Woo Jae Kim, Northview High School
Rishi Chakraborty, Lakeside High School
State Tournament registration is free, but schools
must be invited. The next State Mathematics Tournament is scheduled
for April 29, 2017.
We are excited to
feature this issue’s student artwork created by Cara Chen and Juliet
Cohn from Mountain View Elementary in the Cobb County School
District. The artwork was submitted by Maureen Armstrong, the Art
Specialist, who writes:
These “Parabola
Designs” were created by 4th grade students in Art class this
year. We begin with an x and y axis, add equidistant points in
all directions and use a ruler to carefully connect them with
straight lines. Through the lesson I am able to reinforce
numerous math concepts such as points, rays, axis, angles and
more. The students are always surprised to see the parabolic
curves that appear from perfectly straight lines. The students
learn what a parabola is and other places they will find them
such as an arch in a bridge span or the trajectory of a rocket.
The final result is also a beautiful graphic artwork.
Thank you for beautiful
mathematical artwork, Cara and Juliet! We love them! Teachers, do
you have student submissions that you would like to share? Please
consider emailing them to me at
gammillgctm@gmail.com
along with the student release forms from your district. They just
might turn into published pieces of art!
The Georgia Department
of Education (GaDOE) is accepting proposals for grants awarded by
the Georgia Mathematics and Science Partnership (MSP) Program. All
proposals must be received electronically by
abuice@doe.k12.ga.us at
the GaDOE by 5:00 p.m. on Friday, July 1, 2016. Forms
requiring signatures must be mailed and post-marked by July 1, 2016.
The RFP and corresponding proposal framework document for the MSP
Program grants are posted on the MSP Program page, go to
www.gadoe.org and
type “MSP” in the search engine.
The Georgia MSP Program
seeks to improve the content knowledge and ability to analyze
student thinking of cohort groups of mathematics and/or science
teachers of grades K-5, 6-8, and/or 9-12 in order to increase the
achievement of their students. These improvement efforts are
designed, implemented, and evaluated by strong partnerships between
college and university faculty, high-need school systems, RESAs, and
other qualifying partners. (A program synopsis follows this memo.)
Any Georgia high-need
school system or consortium may submit a proposal for funding
consideration in partnership with an institution of higher
education. In order to qualify as high-need, a school system must
demonstrate that at least 40% of its students qualify for the free
and reduced meal plan according to the most recent data collected by
the GaDOE. Projects must include teachers from Priority
(Comprehensive), Focus (Targeted), or other Title I schools.
Georgia MSP Program
funding may be used to support the following endeavors:
To provide
mathematics and/or science teachers, including special education
teachers, in grades K through 12 with intensive and follow-up
content training aligned to the State Standards in mathematics
and/or science;
To advance the
disciplinary content depth, pedagogical content acumen, and
cognitive disciplinary instructional skills of grades K-12
teachers of mathematics and/or science;
To provide advanced
college-level course work to K-12 teachers of mathematics and/or
science; and
To include
building-level administrators meaningfully in mathematics and
science content training sessions.
For additional
information, please contact:
Amanda Buice, MSP
Program Specialist, GaDOE
205 Jesse Hill, Jr. Drive, SE
1754 Twin Towers East
Atlanta, GA 30334
Phone: 404-657-8319 Fax: 404-656-5744
E-mail:
abuice@doe.k12.ga.us
NCTM News! by Dr. Dottie Whitlow,
NCTM Representative
Excerpted from NCTM Affiliates
News & NCTM e-blast
Founded in 1920, the
National Council of Teachers of Mathematics (NCTM) is the
world’s largest mathematics education organization, with 80,000
members and more than 230 Affiliates throughout the United
States and Canada. Interested in Membership?
Learn
more about exclusive member benefits and discounts and join
today at NCTM.org, Membership.
I. NCTM Annual
Conferences – NCTM will be moving its Annual Conferences from
April of each year to September, beginning in 2020.
April
2017 – San Antonio, TX
April 2018 – Washington, DC
April 2019 – San Diego, CA
September 2020 – St. Louis
September 2021 – Atlanta
II. Engage in Deep
Learning with NCTM Interactive Institutes NCTM's Interactive
Institutes offer two and a half days of face-to-face, in-depth
professional development provided by experts in mathematics
education. Benefit from everything NCTM Institutes offer, including:
Instruction aligned
to college- and career-ready standards
III. Educators should be
aware that the U.S. Congress is re-writing the Elementary and
Secondary School Act (ESSA) and has renamed it as the Every Student
Succeeds Act (ESSA). Among the proposals is this:
States may:
Allow LEAs
(Local Education Agencies) to use a nationally recognized
high school assessment in lieu of state assessment.
Offer a
middle school mathematics assessment that would allow middle
school students taking advanced mathematics course to opt
out of their grade-level assessment and take only the
assessment for the higher-level course.
While this sounds like a
relatively good idea, we should keep in mind that with the intense
focus on accountability and test scores these days, very often “what
is tested” is what gets the most focus during teaching and
instruction.
Consider what might
happen if a LEA decides that students take the national assessment
of the SAT in lieu of a state high school assessment. What most high
school teachers already know is that the SAT has very little
Geometry content in its questions. Already this is leading to
consideration by districts to eliminate or minimize Geometry course
instruction. Most of us find this appalling!
Please contact your U.S.
legislator(s) to make them aware of this dangerous side effect!
Surely this is a totally unintended consequence created by
well-intentioned non-educators. We need to help them understand the
importance of a complete high school mathematics learning experience
and the role of accountability in instructional practices.
IV. NCTM Major
Initiatives & New Resources
NCTM hosted
Equity Summit
Position
Statements
State Advocacy
Conference
Principles to
Actions Toolkits
New Professional
Learning Materials
Classroom
Resources Committee
Check out the newly
revised NCTM website
to learn more about these initiatives!
NCTM Vision: The
National Council of Teachers of Mathematics is the global leader and
foremost authority in mathematics education, ensuring that all
students have access to the highest quality mathematics teaching and
learning. We envision a world where everyone is enthused about
mathematics, sees the value and beauty of mathematics, and is
empowered by the opportunities mathematics affords. (Approved by the
NCTM Board of Directors, October 20, 2012)
The Georgia Council of
Teachers of Mathematics as an affiliate of NCTM offers us invaluable
leadership training, support, superb national, regional, and annual
conferences, and a professional organization of superior quality,
bar none.
At the recent Annual
Meeting in San Francisco, Matt Larson was inaugurated as NCTM’s new
president. In a recent speech, he addressed an issue we face at GCTM
as well – declining membership.
President Larson’s words
are fitting for GCTM as well, and I share an excerpt below.
Like most individual
membership organizations today, NCTM has found it challenging to
attract and retain members. Our gradual decline in membership
has several causes—the booming information age that has now made
specialized content widely available at no cost, a generational
trend that finds individuals disinclined to join formally
organized organizations, and a definition of community and sense
of belonging that are evolving. While all of these are
understandable, we are a professional organization that seeks to
continue to be viable and address its mission, so we must give
our members what they want and need, and we must make the value
of membership worth the cost. [GCTM’s membership costs are
incredibly low. $20 is less than or equal to the cost of a nice
meal out.]
Given these trends
and challenges, it’s more important than ever that we identify
membership needs. I urge you to let us hear from you, our
members, about what you want and expect from NCTM (GCTM). If you
have been a member in the past, but you didn’t renew your
membership, why not? If you don’t see the value of being an NCTM
(GCTM) member, what can we offer or produce that would be
valuable enough for you to want to become a member?
Matt Larson’s statement
is poignant to the trends we are seeing at GCTM. I cannot imagine my
career without GCTM and NCTM. But my active teaching has ended and
the world of teaching has changed dramatically, as Matt notes in his
remarks. We thirsted for ideas, quenched that thirst at conferences
and returned the lessons learned to our classrooms. Today, we quench
our thirst by dropping in to
www.givemeideshowtoteachGCF.com or saying GCF to someone called
SIRI. And, BOOM, instant gratification.
What can GCTM do to
regain and retain your membership? Let us hear your opinions and
suggestions.
Membership in GCTM
continues to bring many opportunities for professional growth. It
offers real time connections to real mathematics professionals who
can bring enrichment to our classrooms and students. $20 never
bought so much. Make GCTM membership a priority. Today, encourage
one colleague to join or renew and model that behavior yourself.
Please!