Evaluation of Mathematics Reform.

Twenty-seven Louisiana participants in the Middle School Teachers Enhancement Project (MSTEP) were surveyed about the use of the Texas Instruments Math Explorer calculator. An assessment was made to determine the teachers' own existing knowledge of how to use the calculator and guide a program for calculator skill development. Of the 28 total function keys on the calculator, the teachers knew an average of 12 keys. Following participation in MSTEP, the teachers knew an average of 25 out of the 28 keys. The conclusion is that MSTEP provided the teachers with a substantial foundation for using calculators in the classroom, and that the techniques used to teach the teachers could be used with middle school students. Part of the project was to model instructional techniques that are to be used in a "reformed" math classroom, including appropriate calculator use beyond simple addition, subtraction, multiplication and division. Further, teachers showed changes in their ability to use calculators in the classroom and adopted a more positive attitude towards reformed mathematics. (AIM) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** 00 Evaluation of Mathematics Reform Dorren R. Schmitt University of New Orleans PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HA BEEN GRANTED BY 1 50NW TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OP EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION i. _CENTER (ERIC) . This document has been reproduced es eceived from the person or organisation originating it Minor changes have been made to improve reproduction Quality. a Points of view or opinions stated in this document do not necessarily represent official OERI pos,t,on or policy. Paper Presented at the Annaual Conference of the Association of Louisiana Evaluators, New Orleans, LA, September 1996. 2 BEST COPY AVAILABLE Louisiana Systemic Initiatives Program (LaSIP) has funded several Mathematics and Science programs for elementary, middle school, and high school teachers. The general purpose of LaSIP is to reform math and science classes. This essentially means to have the students be active learners, investigators, explorers, and developers of their own thinking. Within mathematics, standards for reforming the curriculum, teaching practices, and assessment have been developed. In 1989, the National Council of Teachers of Mathematics (NCTM) developed the Curriculum Standards for mathematics. These standards laid out the expectations of what a "well-prepared" students should be exposed to. Additionally, these standards Piovide a basis for what students should be doing in a "reformed" mathematics classroom. Later, Professional Standards and Evaluation Standards have been published. The Professional Standards relate to how a mathematics teacher needs to reform and continue to grow professionally. The Evaluation Standards discuss the need for a variety of assessments, including but not limited to teacher-made tests, observations, portfolios, group assignments, and research. One program funded, since the beginning, was the Middle School Teachers Enhancement Project (MSTEP). MSTEP conducts a six-week workshop for middle school mathematics teachers (6th 8th grade). These teachers learn about the NCTM Standards, as well as experience "Standards-based-teaching". Through MSTEP teachers enhance their mathematical skills, learn about the NCTM standards, experience "Standards-based-teaching", and have opportunities to develop "Standards-based-lessons" to bring to their classrooms. One basic objective is to prepare teachers and thus their students for in the 21st century. Technology is an important aspect of life today, and becoming an even more important presence in life and school. There is a necessity to integrate technology in mathematics classes. Simple exposure is not enough. Today's technology can be used to explore and develop ideas. Technology includes calculators, educational computer software, computational computer software, the internet, and other computer applications. Both calculators and computers are necessary equipment to prepare students for the present let alone the future. Teachers as well as students need to understand and use this technology in a variety of ways, but also in educationally appropriate ways. Thus, technology is one of the important aspects of MSTEP and many other LaSIP projects. The following results from self-report instruments was derived from the 27 participants who completed the MSTEP project. These participants filled out these surveys in May 1996 prior to beginning the project and answered these same questionnaires again the last day of the project in July 1996.