WINTER 2007/2008 MCTM NEWSLETTER

From The President
2008 Annual MCTM Conference Site Selected - Mark Your Calendars!
2008 is the MCTM's 75th Anniversary!
MCTM Receives "Silver" Status as an NCTM Affiliate
A Letter from NCTM President Skip Fennell
Turn Up the Heat: Hot Topics in Mathematics Education
2007 Outstanding Mathematics Educators
2008 Outstanding Mathematics Educator Nominations
MCTM is Recognized by the BWCC and NSA
Online Professional Development Opportunity through JHU & MPT
2007 MCTM Annual Conference Keynote Presentation is Online!
Teaching Resources
MSDE News
High School News
Higher Education News
Calendar

 

From the President

Jonathan Wray

Where has this school year gone? It's already January, the first round of report cards and parent-teacher conferences have long passed, and 2008 seems to be moving at a rather rapid pace.

While my wife and I were attending our Kindergarten-aged daughter's first parent-teacher conference, I had flashbacks to when I was sitting in the "teacher's seat." I always got a lot of satisfaction from parent-teacher conferences and viewed them as an opportunity to build home-school partnerships, enlist parent support and build positive relationships, and of course share student progress. You know the feeling. Even though I worked well into the evenings during conference week, had few if any breaks, and was limited by time constraints, I always enjoyed the opportunity to confidently share my expertise, and felt like a genuine professional.

I have to admit that beforehand I had not given much thought to what I wanted to get out of Alanna's conference or even had a chance to form a list of the questions that I wanted to ask her teacher. I was tired after a long day's work and looking forward to being on more of the "receiving" end of the meeting. And of course, I had been a part of hundreds of parent-teacher conferences over the yearsÉ. How could this one be all that different?

I imagine that for those of you who have attended the conference of your own child(ren), you have experienced like I did last month, the "other side" of the table. So after snapping out of my daydream, and just moments before our meeting, I was struck with a somewhat panicked feeling as my wife and I were invited into our daughter's classroom. As my daughter's teacher (who always seems to have a genuinely friendly and enthusiastic disposition) began the meeting with a pleasant smile and asked, "First, do you guys have any concerns you want to share with me?" I froze like a deer in headlights.

What-who--us? At this point my wife, Julie (a former Kindergarten teacher), easily and effortlessly responded. And as their dialogue took off, I (figuratively) slid off my chair, silent and embarrassed, into the background of the conversation.... I began thinking; I certainly did want to hear all about Alanna's academic and social progress (and particularly how she was doing in mathematics). But with the table turned and I in the parent chair, I sensed that I needed something different to come from this conversation.

Just moments later, it hit me! My thoughts became crystal clear as I finally realized what I wanted to know above all the other details about Alanna's school experience.... After almost three months of school, I wanted (no, needed) to know whether Alanna's teacher (and others at her school) knew about and were making efforts that connect to her curiosities/interests, learning preferences, prior experiences, background, and even culture(s). I also wondered, does she know that Alanna's multi-ethnic background is an integral and celebrated part of her family, academic and social lives outside of school, to the point that she receives hours and hours of (Chinese) oral/written language and cultural instruction each week? Does she know that within the past year, Alanna and her younger siblings flew to the other side of the Earth (Taiwan) to meet a whole new world of aunts, uncles, and cousins for which they had unknowingly spent their entire, short lifetimes being prepared to be able to fluently communicate with for the very first time?

Of course one might ask, who's responsibility is it to reveal (or even collect) this information? Exemplary teachers understand that each day young children bring to school with them (among others) the following gifts: a love and natural curiosity for learning, a genuine eagerness to please each of their teachers, and a belief that their school is a truly safe and nurturing place, above and beyond most other institutions in and around society. Do we often consider how fragile these gifts hang in the balance of daily experiences that will hopefully lead to success throughout their school career(s)?

When I visit mathematics classrooms I am often struck by the feeling I get just moments after entering a room. I often tell beginning teachers, "In the first thirty seconds spent in a classroom, one knows whether or not a cooperative, safe, and engaging learning environment has been built. You can literally feel it in the air!" In that very short time period a visitor can easily sense which teachers have developed meaningful, trusting, and lasting relationships with and between their students--and also which ones have unfortunately neglected this critical process.

We often hear the term student-centered mentioned in conversations that focus on describing effective mathematics instruction. As we approach the end of the calendar year I wonder how much we as mathematics teachers really know about our students--not just in terms of performance data and/or test scores--but about the attitudes, beliefs, prior experiences, learning preferences, intelligences, values, and family cultures of each in our classrooms. How do we show each of them that we value their uniqueness? Do we positively respond to and utilize our knowledge of their prior experiences, cultures, and preferences for learning on a daily basis? I would argue that if we rely solely on our own content-expertise and love of mathematics to truly motivate, engage and reach all learners, we will probably fall short of succeeding on some level.

Julie and I consider us fortunate that Alanna's teacher clearly knows her own critical role and impact on the daily success of each of her learners. Ms. Newcomb clearly knows Alanna beyond just an academic level. In fact they regularly converse in a written dialogue journal that goes back-and-forth to school twice a week. I am still struck by the fact that she commenced her relationship with Alanna almost six months prior to the start of Kindergarten, and that without any hesitation (six months later) during the school's "Open-House", she remembered and greeted Alanna by name. Having recently visited her classroom (for more than thirty seconds, by the way), I am confident to report that Alanna truly has the privilege of being part of a cooperative, nurturing, and engaging classroom environment each and every school day. And I am guessing that given the chance to spend time in your classrooms during American Education Week, many of the parents of your students feel the same way too.

Meeting the personal, social, and academic needs of ALL students in Maryland might seem like a difficult task to tackle. Some educators share with me that it is impossible to get to know each of their students on a level beyond their academic identities and social behaviors in just one school year. After all, the roles of teachers seemingly continue to expand to new and sometimes unforeseen levels/roles. I confidently respond to this concern by saying, "You do it one child at a time." I believe that creating and nurturing these relationships are the most satisfying of experiences one can find in the classroom.

Best wishes for a great 2008!

 

2008 Annual MCTM Conference Site Selected Ð Mark Your Calendars!

Eastern Technical High School in Essex, Maryland will be the site of next year's Annual MCTM Conference on Friday, October 17, 2008. For more information about the conference or to volunteer to work on a conference committee, contact conference co-chairs Dolores Bonincontri dbonincontri@bcps.org and Sue Vohrer svohrer@bcps.org.

 

2008 is the MCTM's 75th Anniversary!

All through this year look for news related to MCTM's celebration of 75 years of mathematics education advocacy in Maryland. Since 1933, we have been an organization committed to improving mathematics learning and teaching across the state. Please watch future editions of the newsletter for ways to join the celebration!

 

MCTM Receives "Silver" Recognition as an NCTM Affiliate

The MCTM was recently recognized in the NCTM Leadership Circle for having at 35% of its membership also a part of the NCTM. Thanks to all our members who maintain their membership with NCTM. Our Silver status enables the MCTM to be recognized in many NCTM publications and demonstrates our continued commitment to partner with the NCTM to advance the cause of mathematics education in Maryland.

Help us to earn Gold Status by renewing your membership with NCTM or joining the NCTM for the first time. Visit www.nctm.org for more details.

 

Turn Up the Heat: Hot Topics in Mathematics Education
MCTM's First Mini-Conference

Central Region Representative Susan Vohrer

Come join your MCTM colleagues at the HEAT Center in Harford County on Saturday, January 26, 2008 from 9:00-12:30 for a morning filled with exceptional speakers, practical strategies, and opportunities to collaborate and connect with your colleagues. This mini-conference will be packed with break-out sessions led by a dynamic group of presenters, offering content designed to meet the needs of new and experienced teachers alike, in the elementary, middle, and high school mathematics classrooms.

All participants will be served breakfast and a light mid-morning snack, and will also be eligible for some spectacular door prizes. Registration for this event is $5.00. All proceeds collected will be donated to a charitable organization on behalf of the MCTM membership. Non-members may also attend this gathering by paying their $15.00 membership fee to MCTM. No additional $5.00 registration fee will be applied to these new members.

NEW! Members who bring a guest that joins MCTM will be entered into a special drawing for an additional door prize. Come enjoy a morning together with your friends and colleagues as we explore innovative ideas in mathematics education together. Let's Turn Up the HEAT!

Directions to the HEAT Center:
From Interstate I-95, take Exit 85 (Aberdeen). Bear left on Route 22 west toward Churchville. Take left turn at the traffic light at Technology Drive. Turn left on University Drive which leads to the parking lot. #1201 Higher Education and Conference Center (HEAT) is the first building on the left.

 

2007 Outstanding Mathematics Educators

Congratulations to the following recipients of the 2007 Outstanding Mathematics Educator awards, presented at the MCTM Annual Banquet in October.

  • Sharon Brown - Oliver Beach Elementary, Baltimore County
  • Christine Oberdorf - Oak View Elementary School, Montgomery County
  • Nina Riggs - Overlea High School, Baltimore County
  • Colin Reinhard - Paint Branch High School, Montgomery County

 

2008 Outstanding Mathematics Educator Nominations

Do you have at least three years of teaching experience? Have you grown professionally by attending conferences or classes? Have you presented your work and ideas to other math educators? If you have answered yes to these questions, then you may be one of Maryland's outstanding math educators. Visit our website, www.marylandmath.org, to download a nomination form for this prestigious award. Candidates will be asked to write a short essay and include two letters of recommendation included with the application. Don't delay; all nominations must be received by February 29, 2008.

We are excited to add a new category this year. The Beginning Teacher award is designed especially for our new Maryland math teachers who have been teaching one to two years. Please visit www.marylandmath.org for more information or contact Dolores Bonincontri dbonincontri@bcps.org.

 

MCTM is Recognized by the BWCC and NSA

On December 5, 2007 the MCTM was recognized by Mr. Walt Townshend, President of the Baltimore-Washington Corridor Chamber of Commerce for outstanding commitment to the support of PreK-16 mathematics teachers in Maryland. Townshend spoke at an event held for all members of the BWCC, including the NSA Deputy Director, Mr. John C. (Chris) Inglis and Director, LTG Keith B. Alexander. MCTM President, Jon Wray, was honored as a special guest and recognized for his mathematics leadership in Maryland, including collaboration with various members of the BWCC during the past year.

 

Online Professional Development Opportunity through Johns Hopkins University and MPT

Earn two MSDE CPD credits by completing online courses this winter! Topics include: children's authors online, differentiated instruction in the middle school, teaching for multiple intelligences, and using digital content in the classroom. For more information, please visit www.thinkport.org. Free registration for the site is required.

 

2007 MCTM Annual Conference Keynote Presentation is Online!

The Maryland Council of Teachers of Mathematics, in partnership with the Baltimore-Washington Chamber of Commerce, Howard County Public School System, and National Security Agency, are proud to present a videocast of the October 19, 2007 session, "Practical Strategies to Ensure No Child Gets Left Behind" by Steve Leinwand, 2007 MCTM Conference Keynote Speaker.

Visit http://www.marylandmath.org to view the online videocast of this session. To view this videocast, you will need QuickTime Player. Visit http://www.apple.com/quicktime to download the free plug-in.

 

Teaching Resources

Check out the following for good information about your mathematics teaching practice. If you have any suggestions for future segments, please email Mike Lueke at hmlueke@aacc.edu.

These are good books to enjoy and learn from during the holiday break:

  • About Teaching Mathematics: A K-8 Resource - Marylin Burns
  • The Multicultural Math Classroom: Bringing in the World - Claudia Zaslavsky
  • The Numbers Behind NUMB3RS: Solving Crime with Mathematics - Keith Devlin & Gary Lorden

 

MSDE News

Donna Watts

High School Graduation:

At the October meeting, Maryland State Board of Education voted to maintain the High School Assessment program as a graduation requirement for the class of 2009. The Board also approved the additional measure of a project for those students for whom passing the HSAs has proven difficult even after remediation. The State Board recently amended the original HSA regulation to include the Bridge Plan for Academic Validation for those students who have been unable to pass the test despite remediation. State Superintendent Dr. Grasmick proposed the Bridge Plan in August, noting that test data had indicated some students were having difficulty passing the exams despite an understanding of the material.

The Bridge Plan grew out of the work of two panels-the Task Force on Comparable Testing Methods for the Maryland High School Assessment and the Task Force for Review of High School Assessment Options. The plan also reflects research into similar alternatives to passing State assessments currently in place in numerous states across the country.

For further information about the HSA Program, please go to MSDE's dedicated HSA site (www.HSAexam.org).

Modified Academic Achievement Standards:

Under the No Child Left Behind legislation, the federal government has provided guidance to states on Modified Academic Achievement Standards for students in special education. A modified academic achievement standard is an expectation of performance that is challenging for eligible students, but is less difficult than a grade-level academic achievement standard. Modified academic achievement standards must be aligned with a State's academic content standards for the grade in which the student is enrolled. Thus, only the academic achievement standards are modified, not the content standards on which they are based.

With this guidance, Maryland is in the process of creating these assessments, referred to as MOD MSA (for grades tree through eight) and MOD HSA (for algebra/data analysis). To modify the achievement standard, Maryland will use only multiple-choice items with three possible answer choices. At the same time, language of the item will be simplified and the level of cognitive demand decreased. The MOD HSA for algebra/data analysis will be ready for the spring 2008 testing window while the MOD MSA in grades three through eight will be ready for the spring 2009 testing window.

 

High School News

High School Representative Carlos Parapara

Advanced Placement (AP) and International Baccalaureate (IB) Exams as Substitutes for Maryland's HSA in Math:

The U.S. Department of Education has granted the State of Maryland the flexibility to count as proficient in mathematics a student who scores a three or higher on the AP Calculus (AB or BC) or AP Statistics exam, or a five or higher on the IB Mathematical Studies SL or IB Mathematics (SL or HL) exam when determining Adequate Yearly Progress (AYP) for high school in place of Maryland's High School Assessment (HSA) in Mathematics. This flexibility agreement is in effect for four years through 2010-2011 unless the reauthorization of the Elementary and Secondary Education Act (ESEA) changes the requirements on which it is based.

For more details, please visit the U.S. Department of Education NCLB Policy Letters to States at http://www.ed.gov/policy/elsec/guid/stateletters/index.html.

AP Exam Scores By Phone:

AP grades for the current year's exams will be available by phone for students in the United States, U.S. territories, and Canada. This service will be offered 24 hours a day by TouchTone phone and will remain available for about six weeks starting July 1. The toll-free number is (888) 308-0013. A fee of $8 will be charged for each requestl. Students outside the U.S., U.S. territories, and Canada can call AP Services at (609) 771-7300 or (888) 225-5427. Please see http://www.collegeboard.com/student/testing/ap/exgrd_rep.html for more information.

 

Higher Ed News

College Level Representative Honi Bamberger

This year's MCTM Annual Conference had several unique components, which we expect to be around long into the future:

  • A pair of undergraduates, Kerri Haggar and Jessica Cassely, from Towson University, conducted a session entitled "Teaching Mathematics in a Bilingual Classroom." They were the only pre-service teachers on the program;
  • Over 100 undergraduates were in attendance-nearly 15% of the attendees; and
  • A poster session of Geometry projects from Towson University students was on display.

Thank you for supporting this conference and for mentoring our teachers-to-be. Please continue to share events that are taking place at your college and university. I'm delighted to share these colloquium, symposium, and conferences with everyone.

 

Calendar

 

 

 
 
 

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