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On March 9, 2005, the State Board of Education (SBE) adopted the draft
Mathematics Framework as presented by the Curriculum Commission.
Despite testimony of several members of the mathematics community
including classroom teachers, university professors, textbook
publishers, the business community, and CMC officers, the SBE voted to
retain the language in Chapter 10 that essentially prohibits publishers
from making any reference to NCTM standards in materials submitted for
adoption in California. However, during a discussion of this topic,
both Board members and the California Department of Education
representatives affirmed that this ruling did not prevent NCTM-related
textbooks from being used in classrooms, rather the use of state
textbook funds to purchase them.
The only changes the SBE allowed beyond this point were to be technical in nature.
As of June, 2005, CMC has been given 2 opportunities to give input to
the technical corrections. The latest version of the Framework is
available at http://www.cde.ca.gov/ci/cr/allfwks.asp
Positive improvements that CMC contributed to and advocated for include:
- more clarity that intervention materials should not be used to track students
- more attention given in mathematics programs to the needs of second language learners
- more consistency on having a balanced mathematics program for all students (including those in intervention programs)
CMC was less successful in changing the language in Chapter 9 on the
appropriate use of technology in mathematics classrooms. New research
citations were included that indicated benefits to older students but
not necessarily to younger students.
All CMC members and interested parties are encouraged to find ways to
continue to advocate for the best programs for our students. Consider
applying to decision-making groups at the local and state level so that
the voices of reason and balance continue to be heard.
The following is a letter that the California Mathematics Council sent
to the Curriculum Commission regarding the January 28 draft.
Text of letter from CMC to Curriculum Commission via
Dr. Tom Adams, Director,
Curriculum Frameworks and Instruction Resources Division, CDE
January 23, 2005
Dear Dr. Adams and members of the Curriculum Commission:
The California Mathematics Council (CMC), appreciates the extent to
which our professional organization, along with many other
stakeholders, has been able to provide input for the updated
Mathematics Framework for California Public Schools. The responsiveness
of mathematics subcommittee chaired by Dr. Norma Baker and the CDE
staff to our membership has been outstanding. We note many changes in
the draft versions of Chapters 10 and Appendix E that were available
for the January 10 teleconference that we believe improve the quality
and usability of the document. In this letter, we respectfully request
that the full Commission consider additional changes to the framework
which would benefit students and teachers in California classrooms.
- The criteria for selection of instructional materials should not
limit the reference to CA standards only. Flexibility will improve
opportunities for diverse learners. Suggested wording, beginning on
line 8417: It should be clear in
the materials that the mathematics students are expected to know and do
are the California Mathematics Content Standards developed under
Education Code Section 60605. The principles of instruction must
reflect current and confirmed research. The materials must not conflict
with the California Mathematics Standards or the Mathematics Framework.
Rationale: Boards of Education, schools, and teachers are faced with
the challenge of preparing students for full participation in the work
and civic life of the 21st Century. They are accountable to student
outcomes as outlined in state and federal legislation. Within those
strict measures, flexibility is required. As one of the most diverse
states in the nation, with low rankings in many measures of student
success, we owe our children the best the nation has to offer. Some
instructional materials with researched success with diverse students
were created for a larger market than California. Our students should
not be denied access to effective materials. In addition, the National
Council of Teachers of Mathematics (NCTM) Curriculum Standards for
Mathematics offer broad organizing principles of the type that many
teachers asked for during public comment. A copy of the entire set of
NCTM algebra standards, K-12, is attached so that Commissioners and
others can see that they present no conflict with the California
Mathematics Content Standards.
- Every effort should be made to avoid the tracking that could
result when students are placed in an intervention program without a
clear and final exit plan. The core programs should be of such high
quality that most students learn the materials well the first time. The
first level of intervention should occur during the initial instruction
in the basal program. At all times while a student is participating in
intervention, access should be provided to the core grade-level
mathematics.
- CMC maintains a neutral position on the design of Algebra
Readiness materials. The focus on 7th Grade and Algebra I Standards in
the most recent draft is an important step toward assuring students who
need extra help are not left further behind. The intent to re-teach
under-prepared students the foundational skills so that they understand
and retain the knowledge and can apply it in more advanced settings is
appropriate. We recommend flexibility at the district and site level to
implement Algebra Readiness in a variety of configurations. On the
other hand, we continue to be concerned about the mismatch between the
Algebra Readiness standards and those in the CAHSEE. The workforce
needs graduates who can apply mathematics in many settings, as
presented at Superintendent O'Connell's High School Summit last
October. Without adequate experience using statistics, measurement, and
geometry during their middle and high school years, students will not
be prepared for future jobs. This leads us to support the current
design of the CAHSEE.
- Technology tools should be used where appropriate to help
students visualize abstract mathematical concepts such as functions and
graphical representation of data, and perform complicated calculations
with real-world data. The mathematics education community values
fluency with the basic facts as well as the ability to use mental
calculations, estimation, and technology, as appropriate, and know the
value and restrictions of each. While early access to technology for
basic skill practice may be problematic for some students, other uses
such as pattern generation and analysis and the visual presentation of
applications problems, are helpful to many. The labor force of
California needs to be technologically literate. We need to harness the
enthusiasm students already have for electronic devices and make sure
that schools maximize opportunities for the mathematical applications theses devices
provide.
- The language of this framework should be consistent throughout.
For example, it is disturbing that the word "balance" does not appear
in Chapter 10, considering the emphasis on a balanced program in
Chapter 1. Similarly, Appendix E includes frequent repetition of the
phrase "concepts and skills" while remaining silent about, the value of
problem solving for students who are not at grade level. Appendix E
should clearly state that problem solving is an important part of all
students' experience, including students in intervention programs.
The California Mathematics Council and its many associates remain
committed to working with policymakers and leadership groups to assure
the best programs for our students. We thank you for your consideration
of our recommendations
Sincerely,
(signed)
Sara Munshin
President, California Mathematics Council
Enc; Principles and Standards for School Mathematics, pp. 394-395 (NCTM Algebra Standards)
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This Page was last updated: Wednesday, July 6, 2005 at 11:11:55 AM
This page was originally posted: 7/20/2004; 9:59:26 PM.
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