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  • 01/13/2013 8:00 AM | Anonymous member (Administrator)

    The TIMSS 2011 International Results in Mathematics summarizes fourth and eighth grade student achievement in each of the 63 countries and 14 benchmarking entities (including CT Grade 8) which participated in TIMSS 2011. The report includes trends in mathematics achievement over time for participants in the previous TIMSS 1995, 1999, 2003, and 2007 assessments, as well as student performance at the TIMSS International Benchmarks. Achievement results also are presented for mathematics content and cognitive domains. The Mathematics Report provides a rich array of information which describes the educational contexts for mathematics, including home environment support, students' backgrounds and attitudes toward mathematics, the mathematics curriculum, teachers' education and training, classroom characteristics and activities, and school contexts for mathematics learning and instruction.


    Click to visit the TIMMS website or read the Full Report or Executive Summary.


    Click for Selected US and CT Data


    To search the TIMMS data, click here


    To see a video introduction and summaries, click here.

  • 01/07/2013 10:02 AM | Anonymous member (Administrator)


    What mathematics do teachers need to know?


    How can mathematicians aid teachers in learning this mathematics, in collaboration with others responsible for teacher education?


    Current research and experience are synthesized to answer these questions in the new report The Mathematical Education of Teachers II (MET II) from the Conference Board of the Mathematical Sciences. This report updates The Mathematical Education of Teachers (published in 2001) and extends its scope from preparation to professional development in the context of the Common Core State Standards for Mathematics.


    The audience for the report includes all who teach mathematics to teachers, mathematicians, statisticians, and mathematics educators; and all who are responsible for the mathematical education of teachers, department chairs, educational administrators; and policy-makers at the national, state, school-district, and collegiate levels.


    The report’s central themes are:

    • There is intellectual substance in school mathematics - at every grade level.
    • Proficiency with school mathematics is necessary but not sufficient mathematical knowledge for a teacher.
    • The mathematical knowledge needed for teaching differs from that of other professions.
    • Mathematical knowledge for teaching can and should grow throughout a teacher's career.

    Over the past decade, the Math Science Partnerships (supported by the National Science Foundation and the United States Department of Education) and the NSF's Robert Noyce Teacher Scholarship Program have connected mathematicians at institutions of higher education with K–12 school systems, fostering new partnerships and extending existing collaborations. For practicing K–12 teachers, content-based professional development offered by Math Science Partnerships has changed their attitudes about mathematics, and increased their mathematical interest and abilities. Moreover, it has increased the achievement of their students.


    In several states, Math Science Partnerships have provided strong mathematics preparation for elementary mathematics specialists: teachers who may hold the title elementary mathematics coach, elementary mathematics instructional leader, or lead teacher. A 3-year randomized study found that such specialists’ coaching of teachers had a significant positive effect on student achievement. Large-scale studies that examine connections between student achievement in earlier and later grades suggest that improved mathematics instruction in preschool and elementary grades has a large payoff in later achievement, not only for mathematics in later grades (including high school), but for reading.


    The MET II report gives an overview of such developments and gives recommendations for teachers’ preparation and professional development. It devotes separate chapters to mathematics for teachers of elementary, middle, and high school grades. The associated web resources give sources of further information about mathematics in the Common Core and programs for teachers.


    Each of the MET II writers is a mathematician, statistician, or mathematics education researcher. They include lead and other writers for the Common Core State Standards and principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics.


    The report may be downloaded free at the Conference Board of the Mathematical Sciences web site: www.cbmsweb.org/MET2. Printed copies may be ordered from the American Mathematical Society www.ams.org/bookstore-getitem/item=CBMATH-17.


    The Conference Board of the Mathematical Sciences (CBMS) is an umbrella organization consisting of sixteen professional societies all of which have as one of their primary objectives the increase or diffusion of knowledge in one or more of the mathematical sciences. Its purpose is to promote understanding and cooperation among these national organizations so that they work together and support each other in their efforts to promote research, improve education, and expand the uses of mathematics.


    For further information, contact CBMS director Ronald Rosier: rosier@georgetown.edu, 410-730-1426; 202-293-1170.

  • 01/07/2013 9:28 AM | Anonymous member (Administrator)

    FROM:             Braden J. Hosch, Ph.D.

       Director, Office of Policy and Research

       and Interim Director of Academic Affairs


    DATE:              December 17, 2012


    SUBJECT:        Math Entry Requirements in 2015 for State Universities


    This communication addresses questions that have arisen about math courses required for admission to Connecticut State Universities beginning in fall 2015.


    CSU Board Resolution 10-054 sets subject requirements for normal admission into Connecticut’s state universities for first time students. Among these requirements is four years of mathematics in high school “including as required courses Algebra 1, Geometry, Algebra 2, a fourth year in an algebra-intensive course, such as trigonometry or statistics and probability.”

     

    Questions have arisen from high schools and from admissions officers if only courses in trigonometry or statistics and probability may satisfy this requirement. The answer is no; these courses are examples of acceptable courses that may qualify, not restrictions upon what mathematics courses must be taken. Any algebra-intensive course that meets the requirements of Public Act 10-111 (Section 16) may satisfy the requirements set forth in this policy and the content of these courses may cover subjects other than trigonometry or statistics and probability.

  • 01/04/2013 7:52 AM | Anonymous member (Administrator)

    Real World Math is an online resource for middle-grades mathematics teachers, with over 150 articles, lesson plans, and activities selected because they connect math to the real world and the real classroom. Access it anywhere - computer, Smartphone, tablet.   For more information, go to http://www.nctm.org/catalog/product.aspx?id=13518.

  • 12/15/2012 9:40 PM | Anonymous member (Administrator)
    A Letter From The President
    December 15, 2012 
     
    Dear Members,

    In this time of tragedy we must all band together to remember the administrators, teachers, staff, students and families of the Newtown victims.  Each day we enter our schools to make a difference in the lives of our students, never imagining such horror would enter our lives. The teachers, staff and administrators who risked their lives to protect the children of Sandy Hook are heroes and those who fell in the line of duty should be remembered for their acts of courage.


    We will all struggle to come to terms with the senseless violence that took 26 innocent lives. ATOMIC is here for its members and especially those who were at the school and lost family or friends in this tragedy. The next weeks will be difficult, processing the tragedy with family, co-workers and students alike. The following are some links that may help you:


     



    love and logic.pdf


    sesame trying times direct.pdf


    Please do not hesitate to contact us if you need anything during this horrendous time.


    Lorrie Quirk

    President - ATOMIC

     

  • 12/01/2012 12:32 PM | Anonymous member (Administrator)
    New GeoGebra Downloads at this link. If you haven't tried it yet - now is the time! Powerful, comprehensive, portable, free software for algebra, geometry, and statistics.
  • 11/21/2012 11:26 PM | Anonymous member (Administrator)
    Link to blog
  • 11/19/2012 2:50 PM | Anonymous member (Administrator)
    Check out these great videos from the Council of the Great City Schools.
  • 11/18/2012 5:50 PM | Anonymous member (Administrator)
    ATOMIC extends congratulations to Charlene Tate Nichols, CT SDE Math Consultant, for being named the 2012 Balomenos Memorial Lecturer. At the NCTM Regional Conference in Hartford, Charlene delivered a talk filled with humor, humility, the cold hard facts, and lots of inspiration for meeting the challenges we all face. 


    Here is the history of the honor, taken from the ATMNE website, as submitted by Claire Zalewski Graham.

    On December 30, 1986, Dr. Richard H. Balomenos and his wife, Georgia, died tragically in an automobile accident in Dover, New Hampshire. Dr. Balomenos, who was Chairman of the Department of Mathematics at the University of New Hampshire at the time of his death, was a devoted mathematics educator throughout his twenty-five year career. He served as President of the Association of Teachers of Mathematics in New England from 1980 to 1982, and as Editor of the ATMNE Newsletter from 1979 through 1986. His death represents a profound loss for the mathematics education community in New England.

    We will remember Richard for his dedication to his profession, and his belief that mathematics teachers could accomplish great things, given appropriate resources and support. He humbly went about the business of improving mathematics education by promoting solid mathematics background for teachers and students, and he did so with infectious enthusiasm and humor. Richard offered strong opinions, and by so doing, encouraged the rest of us to defend and justify our own positions on educational issue. He initiated and influenced countless curriculum development and teacher education program in New England that have touched us all in various ways. His students and colleagues now share the responsibility for carrying forward his ideals.

    At the May 1987 meeting of the ATMNE Board, the Annual Richard H. Balomenos Memorial Lecture was established as a featured session at all future ATMNE Fall Conferences. The speaker selected for the session will, in some way, exemplify Richard’s approach to mathematics education. That is, we expect that the speaker will offer the type of strong, and possibly controversial points of view, that spark us to think carefully about the improvement of mathematics education.

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