12 April, 2013
Volume 18 No. 15
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In This Issue

Meet the Math Forum Staff: NCSM Booth 500, NCTM Booth 741

Jobs: Research Assistantships, Software Engineer

Publishers' Criteria for CCSS Mathematics


Online PD

Orientation Sessions

Problem Based Learning Courses

Graduate Credit:
Mathematics Teaching and Learning Certificate

Master's Degree


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Meet the Math Forum Staff: NCSM Booth 500, NCTM Booth 741


Come meet the people behind the Math Forum at the annual conference of the National Council of Supervisors of Mathematics (NCSM) or the annual meeting of the National Council of Teachers of Mathematics (NCTM) in Denver.

Swing by NCSM booth 500 or NCTM booth 741 and talk to

  • Max about his forthcoming book, Building Understanding Through Problem-Solving and the Mathematical Practices
  • Suzanne about how to Unsilence Students' Voices
  • Steve about the significance of Concept, Method, Procedure
  • Annie about how "I Notice, I Wonder" engages all students
  • Valerie about what makes good feedback
  • Erin about how working with the Math Forum staff has changed her classroom practice
  • Cheryl about rubrics and the EnCoMPASS Project (Emerging Communities for Mathematical Practices and Assessment)

While there, enter our drawings for a chance to win

  • a new iPad®
  • an NCSM membership and registration for next year's conference, in New Orleans
  • a Current Problems of the Week Membership
  • a Problems of the Week Prize Package for you, your colleagues, or your school

PoW taking place: math problem-solving moment of the week

"There are multiple ways this problem could be solved and multiple strategies that could be applied. Students who haven't learned formal calculus won't be able to use integration to calculate the volume exactly. Consider this quote from Bryan, age 16: 'If the donut is sliced in to millions or infinitively many pieces, and stacked up, alternatively in direction, the stack will form a cylinder. Then the height of this cylinder will be (12π + 5π)/2 = 17π/2.' The idea of slicing the donut into infinitely many pieces is a calculus concept, even though Bryan didn't have the background knowledge to fully justify or explain his idea of alternating directions of the slices or show that the 'limit' of the stack of slices is a cylinder."
- Brianna and Max, commenting on the Trig/Calc PoW's Latest Solution

Research Assistantships


We're hiring graduate research assistants!

The Math Forum seeks experienced mathematics teachers and mathematics education professionals for work while they pursue PhDs in science, technology, engineering, and mathematics (STEM) education at Drexel University.

Research assistants will help develop an online professional community for math teachers seeking to implement formative assessment of open-ended mathematics tasks and mathematical practices. The work may include collecting, organizing and analyzing data, developing and leading project activities, and writing and presenting results.

Read about qualifications, stipend, health insurance, and the overall project by downloading the PDF above, also available from the Math Forum's home page; then apply before the deadline of Monday, 22 April.

For more about the STEM concentration in the PhD in Educational Leadership Development and Learning Technologies from the Drexel University School of Education, see


Software Engineer


The Math Forum is also seeking a software engineer.

The engineer will provide a wide variety of operational support and services related to software for faculty, staff, administrators, end users, and researchers within the Math Forum and the Goodwin College of Professional Studies of Drexel University.

We would particularly value someone who has hands-on experience with

  • Java
  • Groovy
  • Drupal
  • frameworks such as Spring or Grails
  • unit testing
  • source code control systems
  • automated builds
  • performance testing

Read more about and apply for this full-time position by clicking the DrexelJobs site's "Job Title" pull-down menu and selecting "Supervisor, Software Development," requisition #5113.

Now taking place: math education conversation of the day

"I was slowly working on that as well, and for me the hard part of the new Algebra curriculum is distinguishing the assessment limits for those dual-standards that are taught in both courses. There are teachers in my BOCES who are working on HS curricula that match the 'modules' sequence and the PARCC's focus areas. Are other districts working on this?"
- Gene, posted to the secondary (grades 9-12) discussion group of the Association of Math Teachers of New York State

Publishers' Criteria for CCSS Mathematics

Earlier this week, the lead writers of the Common Core State Standards (CCSS) for Mathematics released publishers' criteria that "sharpen the alignment question."

Both freely downloadable PDFs emphasize the focus, coherence, and rigor of the CCSS for Math; and conclude with a section entitled "Indicators of quality in instructional materials and tools for mathematics":

High School

Based on feedback from the field — including districts that started to use them; national groups representing governors, chief state school officers, state boards of education, and large urban districts; and Achieve, the Washington-based nonprofit that managed the process for developing the CCSS — these criteria revise those released last summer.


This newsletter is provided as a service of The Math Forum, an online educational community for mathematics hosted by Drexel University, Philadelphia, PA.

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