• 01/13/2013 8:39 AM | Anonymous

    Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce:  Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council.

    Arlington, Va.  January 8, 2013  The National Science Teachers Association (NSTA), the largest organization in the world promoting excellence and innovation in science teaching and learning for all, issued the following statement today regarding the release of the second public draft of the Next Generation Science Standards. The statement can be attributed to Dr. Karen L. Ostlund, NSTA President.

    “The second public draft of the Next Generation Science Standards (NGSS) released today is a significant step forward in developing exemplary new standards that all states can support. When completed and adopted, these new science standards will change the way science is taught and learned in classrooms nationwide by fully engaging K–12 students in three essential dimensions - disciplinary core ideas, scientific and engineering practices, and crosscutting concepts - in a way that will deepen and strengthen their knowledge and skills in science.

    We applaud the NGSS writing team and the 26 states for their extensive efforts to develop, review, and revise these standards. We are pleased that many changes have been made based on feedback and look forward to working with Achieve and the writers on additional changes to ensure the final standards meet the needs of science educators across the country.

    As a partner in the NGSS development process, NSTA will be working with science educators nationwide to identify and develop professional development and curricular materials that will be needed to work toward successful implementation of NGSS. The levels of achievement called for in NGSS are ambitious and we call on all stakeholders to help us build the capacity to adopt and implement the new standards and provide the broad support that schools and teachers will need in the months and years ahead.”

    Click to see the full NSTA bulletin here:

  • 01/13/2013 8:00 AM | Anonymous

    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

    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: Printed copies may be ordered from the American Mathematical Society

    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:, 410-730-1426; 202-293-1170.

  • 01/07/2013 9:28 AM | Anonymous

    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

    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

  • 12/15/2012 9:40 PM | Anonymous
    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
    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
    Link to blog
  • 11/19/2012 2:50 PM | Anonymous
    Check out these great videos from the Council of the Great City Schools.

The ATOMIC Mission is to ensure that every Connecticut student receives world-class education in mathematics by providing vision, leadership and support to the K-16 mathematics community and by providing every teacher of mathematics the opportunity to grow professionally.

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