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DOCUMENT RESUME ED 462 298 SE 065 679 AUTHOR Grunow, Jodean E. TITLE Planning Curriculum in Mathematics. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. ISBN ISBN-1-57337-097-5 PUB DATE 2001-06-00 NOTE 547p.; Contributing authors are Thomas P. Carpenter and Richard Lehrer. AVAILABLE FROM Wisconsin Dept. of Public Instruction, Publication Sales, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free) ;Tel: 608-266-2188; FAX: 608-267-9110; Web site: www.dpi.state.wi.us/pubsales. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Academic Standards; *Educational Policy; *Educational Resources; Elementary Secondary Education; *Innovation; *Instructional Materials; *Mathematics Instruction; Professional Development; State Curriculum Guides; State Standards ABSTRACT This document is designed to facilitate the state of Wisconsin's Planning Curriculum in Mathematics. Planning Curriculum in Mathematics complements Wisconsin's Model Academic Standards for Mathematics and puts into action the standards in the latter document. It is hoped that these materials will serve as springboards for contemplation by curriculum planners, developers, implementers, and evaluators as they build district programs. This document offers a focus on teaching and learning, inclusion of research, discussion of issues, and practical assistance. This book contains: (1) an extensive compendium of resources;(2) reflects the underlying belief that mathematics must be taught and learned with understanding; and (3) is a policy piece. Chapters include: (1) "We Are All Learners of Mathematics"; (2) "Teaching and Learning Mathematics with Understanding";(3) "Curriculum, Instruction, and Assessment";(4) "Designing Professional Development To Promote Understanding"; (5) "Putting the Standards into Action"; (6) "Using Research To Guide Mathematics Program Development"; (7) "Foundations for Consideration in Mathematics Program Development"; (8) "How Does a District Look at Mathematics Program Development?"; and (9)"Commitment and Adaptability." (MM) Reproductions supplied by EDRS are the best that can be made from the original document. 00 01 # :If ir .v PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 9 ,(weatre detak; '41+ ?ix U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement E UCATIONAL RESOURCES INFORMATION CENTER (ERIC) This ocument has been reproduced as wed from the person or organization originating it O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy (.44) 4 aj I k B ST COPY AVAILABLE 2 Planning Curriculum in Mathematics Jodean E. Grunow Mathematics Consultant Q0 DPI John T. Benson, State Superintendent Wisconsin Department of Public Instruction Madison, Wisconsin 3 This publication is available from: Publication Sales Wisconsin Department of Public Instruction Drawer 179 Milwaukee, WI 53293-0179 (800) 243-8782 (U.S. only) (608) 266-2188 (608) 267-9110 Fax www.dpi.state.wi.us/pubsales Bulletin No. 2008 © June 2001 Wisconsin Department of Public Instruction ISBN 1-57337-097-5 The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional or learning disability. Printed on recycled paper 4 Forrewocrd --the Wisconsin Department of Public Instruction's Strategic Plan identifies the following among its sev- eral goals: Goal 1: Help all students reach challenging academic standards so they are prepared for further learning and productive employment. Goal 2: Build a solid foundation for learning for all children. Goal 3: Help all students become caring, contributing, responsible citizens. Goal 4: Ensure talented, dedicated, and well-prepared educators are in every classroom and public school. In a technological society that is continually requiring a better and deeper understanding of mathemat- ics, meeting the cited goals becomes insistent and compelling. Because knowledge is increasing so rapidly, this document contends that we have all become learners of mathematics. And because we cannot begin to predict where it will all lead, it is necessary that we teach our children how to think, how to learn, and how to be critical consumers of knowledge. Teaching and learning mathematics with understanding is the goal of the curriculum, instruction, and assessment that is evolving. Professional development assumes a major role because teachers are learners, too. Putting the standards into action requires addressing the content strands identified in Wisconsin's Model Academic Standards for Mathematics as well as the processes identified in Standard A: application of a vari- ety of mathematical skills and strategiesincluding reasoning, oral and written communication, and the use of appropriate technologywhen solving mathematical, real-world, and nonroutine problems. Implementa- tion of the standards also requires an understanding of current educational research regarding the teaching and learning of mathematics. There are certain foundations the task force deemed necessary in the curriculum design process, many of which have been foci of agency efforts as well: equity, technology, and service-learning. Additionally, the task force identified mathematics-specific foundations: openness, time, commitment, and adaptability. All of these factors often weigh heavily in the success of viable efforts. This document has been prepared to help school districts with curriculum planning as they build pro- grams to address these goals. Many thoughtful educators contributed to these efforts. The department ex- tends its sincere gratitude to these people and thanks them for their genuine interest in the welfare of Wis- consin's mathematics students. John T. Benson State Superintendent of Public Instruction leek Forme The department wishes to express appreciation and gratitude to the task force who contributed expertise and time to the development of this document. Devoting countless hours and much research to makingsure this document reflects wise and responsible thinking regarding mathematicsprogram development, the dedication of the task force members to their profession and to mathematics education is commendable. Wisconsin's students are fortunate to have such caring and concerned people working for them. Task Force Advisors Janet Alekna Mixed Age Third/Fourth Teacher Mary M. Lindquist Grove Elementaiy School Mathematics Education Department Wisconsin Rapids School District Columbus State College Wisconsin Rapids, Wisconsin Columbus, Georgia William Breisch Thomas A. Romberg Director of Curriculum and Instruction Department of Curriculum and Instruction Monona Grove School District University of WisconsinMadison Monona,Wisconsin Madison, Wisconsin Diana Kasbaum Title I/Mathematics Consultant Task Force Co-Chairs Wisconsin Department of Public Instruction Madison, Wisconsin J. Marshall Osborn Mathematics Department (Retired) Phil Makurat University of WisconsinMadison Mathematics Education Department Madison, Wisconsin University of WisconsinWhitewater (Also a member of High School Task Force) Whitewater, Wisconsin John Janty Lynne Miller Mathematics Department Chair Early Education Administrator Waunakee Community School District Sheboygan Area School District Waunakee, Wisconsin Sheboygan, Wisconsin (Also a member of High School Task Force) Middle School Writing Groups Jane Howell, Chair Mathematics Teacher (Retired) Elementary/ Platteville School District De Ann Huinker, Chair Platteville, Wisconsin Mathematics Education Department University of WisconsinMilwaukee Faye Hilgart Milwaukee, Wisconsin Middle School Projects Coordinator Madison Metropolitan School District Madison, Wisconsin 6 High Schooi Contributing Authors James F. Marty, Chair Thomas P. Carpenter Mathematics Instructor Department of Curriculum and Instruction Waukesha School District/Carroll College University of WisconsinMadison Waukesha, Wisconsin Madison, Wisconsin Ann Krause Richard Lehrer Dean of General Education Educational Psychology Department Blackhawk Technical College University of WisconsinMadison Janesville, Wisconsin Madison, Wisconsin Jennifer Thayer Director of Curriculum and Instruction Monroe School District Contributors Monroe, Wisconsin Carol J. Apuli Director of Curriculum and Instruction Muskego-Norway School District Chapter Authors Muskego, Wisconsin James M. Moser Eileen P. Reider Mathematics Consultant (Retired) Principal Wisconsin Department of Public Instruction Muskego Elementary School Madison, Wisconsin Muskego-Norway School District Muskego, Wisconsin Billie Earl Sparks Mathematics Education Department Henry Kepner University of WisconsinEau Claire Mathematics Education Department Eau Claire, Wisconsin University of WisconsinMilwaukee Milwaukee, Wisconsin John C. Moyer Department of Mathematics, Statistics, and Julie Stafford Computer Science Project Director Marquette University Wisconsin Academies Staff Development Milwaukee, Wisconsin Institutes (Also a member of Middle School Task Force) Chippewa Falls, Wisconsin Steve Reinhart Harlan Weber Mathematics Teacher (Retired) Mathematics Department Chair Chippewa Falls School District Sheboygan Area School District Chippewa Falls, Wisconsin Sheboygan, Wisconsin (Also a member
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