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Middle School Math Standards Project: (MS)2 2001 Summer Workshop Summary

submitter: Middle School Math Standards Project: (MS)2
published: 06/28/2001
posted to site: 06/28/2001

Middle School Math Standards Project: (MS)2
2001 Summer Workshop Summary

How long do your workshops last?

5 days, 8:30 - 4

How many teachers do you involve in your workshops?

About 30 Teacher Leaders have enroled.

What are your major goals for your workshops in terms of content and pedagogy?

Math content theme is probability & statistics. There will be 2 sections - one for those who need to learn a basic level and, for those with more knowledge, a course that will concentrate on learning to use a graphing calculator (the sessions will run simultaneously) and how to use it to teach probability and statistics to middel-schoolers. Pedagogy will focus on how to ask questions to promote student thinking, and how to look at student work to guide our teaching.

Are you offering professional development on specific curricula that you are hoping will be used in the classroom? If so, which curricula are you using?

Math in Context and Connected Mathematics Project,; there will be a minicourse offered (7 hours) spent for teachers to learn about these (the sessions will run simultaneously).

Agenda for Middle School Math Standards Project: (MS)2 Summer 2001 Workshop

(MS)2 Summer Institute III - August, 2000

(MS)2 Summer Institute III - August, 2000

DRAFT Syllabus as of 6/22/01



Mathematics Content Basic/Graphing Calculator






Basic/Graphing Calculator


Central Tendency: Mean, Median and Mode

How much time to spend on each topic



From students’ natural vocabulary to formal mathematics language

Connections & measurement - statistics applications

Using study groups to improve teaching

Creating data sets for which each of these is different and for which each of these is the largest.

Creating data, knowing average



Bar Graphs, Histograms, Pie Charts and Line Graphs

Including basic skills practice: sources, time planning and organization


Building basic skills while teaching grade-appropriate topics

Communication - displays of data (representation); data analysis

How to keep the focus on student learning

When is each of these appropriate?

What data is easy to find out from each?

What data is difficult to read from each?

Reading graphs before creating them

Collect data about us. Split into groups & have each make graphs displaying info.


Experimental vs Theoretical Probability

Assessment - continuous, throughout teaching

Teaching all children - issues of class, gender & race

Connections - probability applications

Anticipating difficulties with colleagues

Running experiments, accumulating data and (sometimes)graphing it to tell us the probability of an event. Analyzing to find out the theoretical probability of an event: Match/No Match games



Sampling - Data collection and analysis applied to science

Assessment - exams, presentations, written work

Teaching all children - issues of learning styles

Problem solving - data collection as power

Working with administrators

Using mathematics and spreadsheet software to enhance studies of other subjects


Sampling - Social studies application


Considering equity in Articulating school-year goal

Reasoning & data analysis

Developing school-year goals

Teaching Math: A Video Library 5-8, "The Location" Annenberg/CPB Math and Science Collection




Curriculum connections - CMP/MiC



Assigned Readings


Covering and Surrounding

Data About Us/

Picturing Numbers

Dealing With Data


Mokros, Jan & Russsell, Susan Jo . "Children’s Concept of Average and Representativeness." Journal for Research in Mathematics Education (Vol 26 #1, Jan 1995) 20-39.



Filling and Wrapping

Data Around Us/

Take a Chance

Ways to Go

Principles and Standards for School Mathematics NCTM, 2000. 48 - 51, 248 - 255

"Gender Differences in Earnings amoung Young Adults Entering the Labor Market. Postsecondary Education Descriptive Analysis Reports. Statistical Analysis Report." Clery, Suzanne; Lee, John; Knapp, Laura. ERIC document ED417308. 1998.


How Likely Is It?

What Do You Expect?/

Statistics and the Environment

Lubienski, Sarah. "Class Matters: A Preliminary Excursion." Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversuty." NCTM 1997 Yearbook. 46-59.

FE Masat. ERIC Doc ED 380 282. "Teaching Discrete Mathematics with Graphing Calculators."


Clever Counting/

Insights into Data

Digging Numbers

Butterworth, Brian. What Counts: How Every Brain is Hardwired for Math. (NY: The Free Press, 1999) "Born to Count." 97 - 147.


Samples and Populations/

Great Expectations

Secada, Walter. Fennema, Elizabeth. Adajian, Lisa Byrd. New Directions for Equity in Mathematics Education. (UK: Cambridge U. Press,1998)