The 2005 LSU-SU-LRCE Middle School and High School .ppt

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1、,The 2005 LSU/SU/LRCE Middle School and High School Mathematics Workshop:From Algebra to AP Calculus, The Comprehensive Curriculum, Vertical Alignment & Vertical TeamsMonday, July 18 Friday, July 22, LRCE, Baton Rouge Monday, July 25 Friday, July 29, Grand Casino, Biloxi,Agenda: Monday, July 18,8:00

2、-9:30 Greeting & Introductions, Project Rationale and Goals,Technicalities9:30-9:45 Break9:45-12:15 Vivian Stephens, College Board: Mathematics Vertical Teams12:15-1:00 Lunch (sandwiches and soft drinks will be provided)1:00-3:00 Vivian Stephens, College Board: Mathematics Vertical Teams,Project Per

3、sonnel & Presenters,Kevin Blount,Kevin Blount, Mathematics Chairperson, Holden High School (Vertical Alignment & Teams) Mandy Boudwin, Lutcher High School (Comprehensive Curriculum Writer) Jim Carroll, Math Chairperson, Baker High School Scott Champagne, Department of Mathematics, LSU George Cochran

4、, Associate Chair of Instruction, Department of Mathematics, LSU Raphael Curtis, The College Board, Southern Regional Office (Vertical Alignment & Teams) Fan Disher, Mandeville High School (Comprehensive Curriculum Writer) Zoe S. Harrell, University Laboratory School, LSU (Comprehensive Curriculum W

5、riter) Patricio Jara, Department of Mathematics, LSU Teri Lawrence, Louisiana Resource Center for Educators (Technology & Everything Else) Donna Lee, Istrouma High School Kim Melancon, St. Amant High School (Comprehensive Curriculum Writer) Joseph Meyinsse, Department of Mathematics Chair, Southern

6、University Frank Neubrander, Department of Mathematics, LSU Millie Powell, Walker High School Rebecca Runnels, Runnels School (Comprehensive Curriculum Writer) Bobby Stecher, Department of Mathematics, LSU Vivian Stephens, The College Board (Vertical Alignment & Teams) Kevin Tubbs, Department of Mec

7、hanical Engineering, LSU,Support,National Science Foundation GK-12 Fellows Program at LSU Louisiana Education Quality Support Fund (Traditional and Undergraduate Enhancement). Overcoming Louisianas Math Gap: From Algebra to Calculus. Louisiana Education Quality Support Fund (Education Enhancement).

8、Enhancement of Mathematics Preparedness for Postsecondary Education. Louisiana Education Quality Support Fund (Education Enhancement). Enhancement of Advanced Placement Opportunities.,2005 Schools,High Schools: Istrouma, Walker, Baker, Glen Oaks, East Iberville, Belaire, Broadmoor, Tara, Denham Spri

9、ngs, Sillivan, St. JamesMiddle Schools: Capitol, Kenilworth,Tentative List of Participants: Armstrong, Terry (Istrouma) Bain, Timothy (Tara) Bergeron, Karen (Baker) Carroll, Jim (Baker) Champagne, Scott (St. James) Conachen, Joe (Baker) Earle, Trey (Glen Oaks) Faradj, Mabrouck (St. James) Flake, Amy

10、 (Denham Springs) Fleet, Leslie (Kenilworth) Lee, Donna (Istrouma) Perkins, Thomas (Silliman Institute) Powell, Mildred (Walker) Randolph, Charlene (Broadmoor) Raush, Linda (Broadmoor) Ruffin, Karin (Kenilworth) Sept, Hazel (Capitol) Simms, John (Belaire) Stansbury, Emme (Denham Springs) Stewart, Sy

11、mentress (Capitol) Tyler, Kate (St. James) Wiggins, Tarra (Istrouma) Williams, Jamie (Walker) Woods, David (Tara),Why Calculus,For the older generation it was okay coming to college without prior exposure to calculus. But these days are long gone. Today, calculus is the gateway course to all college

12、 programs in scientific, technological, engineering, and mathematical disciplines. Calculus is the gateway to statistics and probability theory and, therefore, is a requirement for all business oriented programs. Calculus is a cornerstone of the modern scientific and technological language not being

13、 able to speak the language of calculus is a barrier to success in college and reduces significantly a persons economic viability. Exposure to Calculus leads to significantly higher ACT scores.,Why Algebra,In our experience, students have a difficult time dealing with the algebraic aspects of calcul

14、us. The difficulties are often so overwhelming, that teaching calculus past chapter two becomes impossible. Our feeling is that so much time has to be spent on preparing the bulk of students for standardized tests, that the emphasis put on more challenging algebraic procedures has often become a for

15、gotten part of the high school curriculum. In the present politically dictated fixation on lowering failure rates, the brightest of our students are often those who are left behind forever. Without sufficient practice and exposure to a more challenging algebra curriculum, our college bound students

16、have very little chance of being successful in the ever growing number of undergraduate programs and careers that demand such skills.,DATA,In 2003, out of 137,499 Louisiana 11th and 12th graders, only 4,179 took at least one AP exam. With 51 AP exams per 1000 11th and 12th graders, Louisiana is last

17、 in the nation (national average is 225 per 1000).In 2003, of the 325 public high schools only 72 offered any AP classes, or 22%. The national average is 66%.In 2003, 175,094 students took the AP Calculus AB test in the US. In LA, 740. In LAs public schools, 337. LAs science, technology, and enginee

18、ring departments suffer from low enrollment. In 2003, only 430 out of 161,000 undergraduates in Louisiana were math majors. Nationally, 1.2% of undergraduates are majoring in math compared to less than 0.3% in LA.,6,Louisiana Public University Minimum Admissions Criteria,ACT composite score of 20 or

19、 greater OR High school GPA of 2.0 or greater OR High school graduation rank top 50% of class AND Require no more than one remedial course: LSU-Shreveport, McNeese, Nicholls, Northwestern, Southeastern, UL-Monroe, Southern (S2006), LSU-Alexandria (F2007), Grambling (F2010), Southern -N.O. (F2010) AC

20、T composite score of 23 or greater OR High school GPA of 2.5 or greater OR High school graduation rank top 25% of class AND Require no more than one remedial course Louisiana Tech, UL-Lafayette, UNO ACT composite score of 25 or greater OR High school GPA of 3.0* or greater OR High school graduation

21、rank top 10% of class AND Require no remedial coursework LSU Baton Rouge,Percentage of 2004 Louisiana ACT-Tested Public School Graduates Meeting Louisianas Admission Standards for Fall 2005, Using ACT Composite Scores,DATA,Since 1980, the number of S&T&E positions has risen at more than four times t

22、he rate of growth for all jobs. For the period from 200010, employment in S&T&E occupations will increase about three times faster than the overall growth rate for all occupations. Although every S&T&E occupational group grew between 1980 and 2000 (the lowest growth, 81 percent, occurred in physical

23、 sciences), the most explosive growth was in math and computer sciences, which experienced a 623 percent increase (177,000 jobs in 1980 compared with 1.28 million jobs in 2000),Results 2004,Four new AP Calculus programsFive of the 22 students participating in an AP Calculus class at Baker High (4),

24、Walker High (13), and Plaquemine High (5) passed the test with a score of 3. Another four scored a 2. Two students became math majors at LSU.The students at Istrouma High did not take the test. However, like at all other schools, the ACT scores improved dramatically.2005-06: Add another seven AP Cal

25、culus programs2006-11: Louisiana AP Calculus Consortium,Students Say High Schools Let Them Down By MICHAEL JANOFSKY, The New York Times, DES MOINES, Iowa (July 15) - A large majority of high school students say their class work is not very difficult, and almost two-thirds say they would work harder

26、if courses were more demanding or interesting, according to an online nationwide survey of teenagers conducted by the National Governors Association. The survey also found that fewer than two-thirds believe that their school had done a good job challenging them academically or preparing them for col

27、lege. About the same number of students said their senior year would be more meaningful if they could take courses related to the jobs they wanted or if some of their courses could be counted toward college credit ,GOALS,School mathematics is a chain of courses that is as strong as its weakest link.

28、 To strengthen this chain, we are here to promote vertical teaming in math in your schools. By searching for connections between the math that we teach and AP-level calculus, we ensure continuity in the math curriculum. We want you to discuss the links between Middle School Math, Algebra I & II, Geo

29、metry, Advanced Math & and Trig., and AP Calculus: vertical alignment of the math curriculum. We want you to go through the States new comprehensive curriculum and discuss strategies on how to implement it. To help you to better address the needs of the high achieving students at your schools, we wi

30、ll discuss realistic strategies to develop, implement, and support a vertically integrated mathematics program at middle and high schools that leads to a strong AP Calculus class in the senior year: LEAPdata query system.Finally, we want you to become familiar with a variety of support systems desig

31、ned to assist teachers and schools that want to introduce or strengthen their AP Calculus programs.,Paperwork & Break,9:45-3:00 Vivian Stephens, College Board: Mathematics Vertical Teams12:15-1:00 Lunch (Sandwiches and Soft-Drinks will be provided),Please fill out the Teacher Information Sheet and make sure that you signed in. Thank you!,