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Credit Validation for DoDEA Educators Only
Dramatically Improving High School Mathematics Must Start Now! High school math is failing many students. Out-of-date and stale curricula are not only dull, but perpetuate inequity by limiting opportunities and failing to prepare a majority of students for life in the 21st century. Even traditionalists recognize that the status quo is no longer acceptable. Major shifts in course organization, mathematical content, pedagogy, and assessment are long overdue. Practical Guidance for Meaningful Transformation Invigorating High School Math is a clarion call for meaningful transformation. Throughout the book, Steven Leinwand and Eric Milou address the most critical challenges facing high school mathematics and provide practical guidance for:
- addressing challenges and excuses that often short-circuit new approaches
- making the case for the importance of and rationale for changing high school math
- creating core integrated math courses for grades 9 and 10 and coherent pathways for grades 11 and 12
- making critical shifts in pedagogy and classroom practice
- designing high-quality assessments and using them effectively
- developing and executing a rational implementation plan
A Stimulus for Discussion and a Road Map for Change: Many of these ideas will not be broadly popular. It's likely that none of them will be easy to implement. That's no surprise: For nearly a century, the basic structure of high school mathematics has barely changed-not because of its effectiveness, but because the status quo is a powerful force requiring purposeful action to break. This book was written for every high school math educator and leader-as both a stimulus for discussion and a road map for change. Our hope, say the authors, is that this book stimulates change, empowers teachers, and guides the profession on this critical journey to invigorate high school mathematics.
- Identify challenges of upending and excuses for maintaining the status quo in math classrooms and how to overcome them
- Learn about potential systemic changes to the status quo including new course sequences, pathways, and content emphases
- Develop a deep, personal understanding of what mathematics is and how it differs from what they have always understood it to be with a special focus on pedagogy, assessment, technology, and modeling
- Develop an implementation plan for changing high school mathematics at the classroom/school/district level, especially focusing on high-leverage places to begin such a transition
Number of Units: 3.0 graduate level extension credit(s) in semester hours
Who Should Attend: This course provides continuing education for DoDEA educators.