Email:northshore@wheresthemath.com
Category: North Shore SD

If you are a parent of a Northshore student interested in speaking at a future NSD School Board Meeting, providing a testimonial about your experiences with the current NSD math curriculum, or working with MAP, please contact Lyng at info@wheresthemath.com.

This week’s updates include:


SBE Recommendations for Revising Math Standards


(http://www.sbe.wa.gov/documents/WAFinalRecommendationsMath8-30-07_000.pdf)

On the whole, I am very pleased with the final recommendations, which are more clearly written and provide better explanations of how the process and results of the recommendations were achieved. It essentially maintains the recommendations from the draft recommendations. The only drawback, it also includes a “math educator”, which I was opposed to. Nonetheless, a possible plus is that the same recommendation calls for mathematicians to review the final revised math standard.

THANK YOU, THANK YOU, THANK YOU!!! To those of you who sent in your comments to the SBE. The SBE stated that it took into consideration the many comments it received in making the final recommendations. Great Teamwork!


8/28 NSD SB Meeting

  • Public Comments - There were three comments regarding math (see posts). Lying (Lyng), in “OSPI Curricula Choices” post, commented that the three primary curricula in NSD (Everyday Math, CMP & Core Plus) violated the most critical aspect of the SBE draft recommendations, which is content. Edie touched on several areas, including the need for learning standardized algorithms, having sufficient practice on these algorithms, and making sure that the district follow the recommendations set by SBE. Paul differentiated between “Math Education Professionals” and “Math Teachers”, and that the District needed to listen to the math teachers for what should be taught in math (see “Experienced math teachers know how math should be taught”). Arthur commented that the “reform math” movement is not new, and was debunked many years ago because it was ineffective. We also had several parents attending to give support.
  • 8/14 SB meeting - Paul commented that practice was a necessary component for mastery of mathematics and that advancing in math builds on previous lessons that were taught. Lying addressed BZ’s concern over “rote” learning and how the SBE’s Recommendations called for a balance of conceptual knowledge and operational fluency because, currently, there is a highly unbalanced emphasis on concepts (see, SBE Recommendations).
  • Math Clubs - Some Eastridge parents who had come to comment on their transportation situation also gave support for improving the District’s math situation. So, we never know who we might touch in speaking out at the SB meetings. Interestingly, I found out through these parents that Eastridge has a very active math club, which is primarily focused on just having students learn basic math facts and standard algorithms (i.e., it didn’t evolve so students could enter math competitions). It’s too sad that we have to provide such basic math education to our children because the District does not provide such important instruction.

    If you are involved with the Eastridge math club, or know of any other elementary schools that have active math clubs, please let me know the school and provide a contact person for me. I’d like to hear more about what they do.

  • Contact your school’s PTA!!! – Let them know that you are not happy with the current math program. The school PTAs will report to the District PTA and it is supposed to act on yours and your children’s behalf to bring this concern to the NSD Administration and SB. Send a letter, or attend one meeting, and make your voice heard. You need to publicly make your concerns known or the PTA cannot represent you. This applies for the Elementary, Jr. High and High School levels. Many high school PTAs do not receive parental input over this math issue.


Next election for WA State Superintendent of Public Instruction (’08)

There is speculation that Terry Bergeson may consider running for a 4th term [the nerve!!!]. I guess the stellar performance of WA State students in math is encouraging her to continue on.

We need to find alternatives to Bergeson! Richland Superintendent, Richard Semler, would be a terrific NEW STATE SUPERINTENDENT of PUBLIC INSTRUCTION. He has been very active and vocal in the last legislative session to revise the math standards and replace the current WASL with diagnostic tests that truly provide teachers with the ability to assess students’ math abilities, e.g., ITBS, MAP test (U. of Oregon). Semler has also streamlined administrative processes and curriculum adoption regarding math [I’m sure this would be appreciated by those of you who are teachers!]. The Richland teachers are very happy with his performance, professionalism and integrity.

If you would like to encourage Richard Semler to run for State SPI write to him at:

Dr. Richard Semler, Superintendent
Richland School District
615 Snow Ave.
Richland, WA 99352

Public Disclosure Information - the Washington State PDC (Public Disclosure Commission) website provides information on candidates running for public office, e.g., “detailed contributions to candidates and political committees”.

http://web.pdc.wa.gov/public/campaign/default.aspx

Click on “List of candidates registered by election year” and look up candidates by office.


Math Articles, Research and Other Items of Interest

  • Math in WA: A Cracked Foundation (http://www.thenewstribune.com/opinion/story/144847.html) – Discusses and supports the SBE draft recommendations. The following quote from the article sums it up, “If those WASL scores were grades, Bergeson and her office would get a “B-plus” in developing the reading and writing standards, but a “D” at best in math.”
  • Class Action Lawsuits – various groups around the country are considering class action lawsuits against their respective states for having to pay tutoring services and tuition for math instruction [in addition to normal school instruction] for taking remedial math instruction. Similar movements have also taken place at the local school district levels.
  • The Shuffling of Mathematics Problems Improves Memory (see post) – Comments below are lifted from an email I received:
  • In the report, “The shuffling of mathematics problems improves learning” by Doug Rohrer and Kelli Taylor, Saxon is stated as an example of a shuffled format. The authors state of their research “the present findings suggest that the shuffled format, with its reliance on spaced and mixed practice, deserves further consideration by researchers, teachers, educators, and authors.”

    and further….

    “Perhaps the most well known example of the shuffled format is the Saxon line of mathematics textbook (e.g., Saxon 1997).”

  • Elementary School Mathematics Priorities (see post) – Professor Steve Wilson (Johns Hopkins U., Math Dept.) puts forth and explains the critical components of elementary school mathematics.
  • Back to school, emphasis on math (http://seattletimes.nwsource.com/html/editorialsopinion/2003863048_mathed04.html) – Article supports SBE recommendations and laments the sorry state of math education in WA State, “All efforts that help move this system away from the current predicament of one third of Washington high-school graduates needing remedial math in college are welcome.”