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Math Forum Internet News

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Registered: 3/1/05
Newsletter: Math Forum Internet News No. 19.29 (18 Jul 14)
Posted: Jul 18, 2014 12:10 PM
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18 July, 2014 Vol. 19, No. 29

THE MATH FORUM @ DREXEL INTERNET NEWS

Park City Mathematics Institute, Summer 2014
Grand Challenges in Mathematics Education: Teachers Respond
Effects of State-Mandated Math Course Graduation Requirements

PARK CITY MATHEMATICS INSTITUTE, SUMMER 2014

http://mathforum.org/pcmi/hstp/sum2014/

The 2014 Summer Session of the IAS/Park City Mathematics
Institute (PCMI) concludes today in Utah. More than sixty
teachers from around the US participated in PCMI's three
week-long Secondary School Teachers Program (SSTP), which
consisted of three strands:

- Math Course: Fractions, tilings, and geometry
- Reflecting on Practice: Productive Discussions
- Working Groups that focused on an activity related to the
Common Core State Standards (CCSS) in Mathematics or to
related state standards

Lani Horn blogged about her "Reflecting on Practice" session
Monday. The professor at Vanderbilt University's Peabody
College brainstormed with PCMI participants about how hard it
was for most students to answer the question "What do you
think and why?"

http://teachingmathculture.wordpress.com/2014/07/14/what-do-you-think-and-why/

For other PCMI reflections on practice, problem sets,
activities, handouts, and many other classroom resources,
visit the Class Notes page:

http://mathforum.org/pcmi/hstp/sum2014/morning/

Having hosted the SSTP working sites since 2001, the Math Forum
maintains an index of all its classroom resources here:

http://mathforum.org/pcmi/site.html

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

GRAND CHALLENGES IN MATHEMATICS EDUCATION: TEACHERS RESPOND

https://www.facebook.com/TeachersofMathematics/posts/10152967946208747

A National Council of Teachers of Mathematics (NCTM) survey of
grand challenges in mathematics education has prompted some
math educators to post their thoughts publicly, even before
NCTM's Research Committee processes the results.

Patrick Honner most recently appeared in these pages as
runner-up of the Museum of Mathematics' inaugural Rosenthal
Prize for Innovation in Math Teaching. Named a finalist of this
year's Presidential Award for Excellence in Mathematics and
Science Teaching (PAEMST), the New York City public school
teacher wrote about the field's big-picture challenges here:

http://mrhonner.com/archives/13828

Robert Talbert, a math professor in Allendale, Michigan, shared
his view in his blog on The Chronicle of Higher Education,
"Casting Out Nines":

http://chronicle.com/blognetwork/castingoutnines/2014/06/28/grand-challenges-for-mathematics-education/

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

EFFECTS OF STATE-MANDATED MATH COURSE GRADUATION REQUIREMENTS

http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15579/Default.aspx

The first study to examine the effects of raising
state-mandated math and science course graduation requirements
suggests that the trend may increase high school dropout rates
without a meaningful effect on college enrollment or
degree attainment.

Researchers at Washington University in St. Louis used logistic
regression with Census and American Community Survey data to
model exposure to course graduation requirements (CGRs) in 44
states. They then assessed possible between-groups differences,
revealing an association between higher CGRs and a lower
likelihood that black women and Hispanic men and women would
enroll in college after graduating from high school. On the
other hand, higher CGRs were also associated with an increase
in the likelihood that the Hispanics and non-migrant black
women who did enroll in college would go on to earn a degree.

Two of the authors discuss these and other findings in a three
minute-long interview:

https://www.youtube.com/watch?v=jwxh1gj-T1M

The article "Intended and Unintended Effects of State-Mandated
High School Science and Mathematics Course Graduation
Requirements on Educational Attainment" appears in the current
issue of Educational Researcher, a peer-reviewed journal of the
American Educational Research Association (AERA). Freely access
the abstract and citation details here:

http://edr.sagepub.com/content/43/5/230

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

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The Math Forum @ Drexel ** 18 July 2014

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<head>
<title>The Math Forum Internet News</title>
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<td><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>18 July, 2014</strong></font></td>
<td><div align="right"><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>Volume 19 No. 29</strong></font></div></td>
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<strong>In This Issue</strong>
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<!-- Start - Table of contents -->

<p><font size="2" face="Arial, Helvetica, sans-serif">Park City Mathematics Institute, Summer 2014</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">Grand Challenges in Mathematics Education: Teachers Respond</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">Effects of State-Mandated Math Course Graduation Requirements</font></p>

<p>&nbsp;</p>

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<p><strong>
<font color="#003399">Park City Mathematics Institute, Summer 2014</font>
</strong>
</p>
<p align="center">
<a href="http://mathforum.org/pcmi/hstp/sum2014/">http://mathforum.org/pcmi/hstp/sum2014/</a>
</p>
<p>
The 2014 Summer Session of the IAS/Park City Mathematics
Institute (PCMI) concludes today in Utah. More than sixty
teachers from around the US participated in PCMI's three
week-long Secondary School Teachers Program (SSTP), which
consisted of three strands:
</p>
<ul>
<li>
Math Course: Fractions, tilings, and geometry
</li>
<li>
Reflecting on Practice: Productive Discussions
</li>
<li>
Working Groups that focused on an activity related to the
Common Core State Standards (CCSS) in Mathematics or to
related state standards
</li>
</ul>
<p>
Lani Horn blogged about her "Reflecting on Practice" session
Monday. The professor at Vanderbilt University's Peabody
College brainstormed with PCMI participants about how hard it
was for most students to answer the question "What do you
think and why?"
</p>
<p align="center"><a href="http://teachingmathculture.wordpress.com/2014/07/14/what-do-you-think-and-why/">http://teachingmathculture.wordpress.com/</a><br><a href="http://teachingmathculture.wordpress.com/2014/07/14/what-do-you-think-and-why/">2014/07/14/what-do-you-think-and-why/</a>
</p>
<p>
For other PCMI reflections on practice, problem sets,
activities, handouts, and many other classroom resources,
visit the Class Notes page:
</p>
<p align="center"><a href="http://mathforum.org/pcmi/hstp/sum2014/morning/">http://mathforum.org/pcmi/hstp/sum2014/morning/</a></p>
<p>
Having hosted the SSTP working sites since 2001, the Math Forum
maintains an index of all its classroom resources here:
</p>
<p align="center"><a href="http://mathforum.org/pcmi/site.html">http://mathforum.org/pcmi/site.html</a>
</p>
</font></p>

<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">Grand Challenges in Mathematics Education: Teachers Respond</font></strong></p>
<p align="center">
<a href="https://www.facebook.com/TeachersofMathematics/posts/10152967946208747">https://www.facebook.com/TeachersofMathematics/</a><br><a href="https://www.facebook.com/TeachersofMathematics/posts/10152967946208747">posts/10152967946208747</a>
</p>
<p>
A National Council of Teachers of Mathematics (NCTM) survey of
grand challenges in mathematics education has prompted some
math educators to post their thoughts publicly, even before
NCTM's Research Committee processes the results.
</p>
<p>
Patrick Honner most recently appeared in these pages as
runner-up of the Museum of Mathematics' inaugural Rosenthal
Prize for Innovation in Math Teaching. Named a finalist of this
year's Presidential Award for Excellence in Mathematics and
Science Teaching (PAEMST), the New York City public school
teacher wrote about the field's big-picture challenges here:
</p>
<p align="center"><a href="http://mrhonner.com/archives/13828">http://mrhonner.com/archives/13828</a>
</p>
<p>
Robert Talbert, a math professor in Allendale, Michigan, shared
his view in his blog on <em>The Chronicle of Higher Education</em>,
"Casting Out Nines":
</p>
<p align="center"><a href="http://chronicle.com/blognetwork/castingoutnines/2014/06/28/grand-challenges-for-mathematics-education/">http://chronicle.com/blognetwork/</a><br><a href="http://chronicle.com/blognetwork/castingoutnines/2014/06/28/grand-challenges-for-mathematics-education/">castingoutnines/2014/06/28/</a><br><a href="http://chronicle.com/blognetwork/castingoutnines/2014/06/28/grand-challenges-for-mathematics-education/">grand-challenges-for-mathematics-education/</a></p>
</font></p>

<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">Effects of State-Mandated Math Course Graduation Requirements</font></strong></p>
<p align="center">
<a href="http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15579/Default.aspx">http://www.aera.net/Newsroom/</a><br><a href="http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15579/Default.aspx">RecentAERAResearch/tabid/15579/Default.aspx</a>
</p>
<p>
The first study to examine the effects of raising
state-mandated math and science course graduation requirements
suggests that the trend may increase high school dropout rates
without a meaningful effect on college enrollment or
degree attainment.
</p>
<p>
Researchers at Washington University in St. Louis used logistic
regression with Census and American Community Survey data to
model exposure to course graduation requirements (CGRs) in 44
states. They then assessed possible between-groups differences,
revealing an association between higher CGRs and a lower
likelihood that black women and Hispanic men and women would
enroll in college after graduating from high school. On the
other hand, higher CGRs were also associated with an increase
in the likelihood that the Hispanics and non-migrant black
women who did enroll in college would go on to earn a degree.
</p>
<p>
Two of the authors discuss these and other findings in a three
minute-long interview:
</p>
<p align="center"><a href="https://www.youtube.com/watch?v=jwxh1gj-T1M">https://www.youtube.com/watch?v=jwxh1gj-T1M</a></p>
<p>
The article "Intended and Unintended Effects of State-Mandated
High School Science and Mathematics Course Graduation
Requirements on Educational Attainment" appears in the current
issue of <em>Educational Researcher</em>, a peer-reviewed journal of the
American Educational Research Association (AERA). Freely access
the abstract and citation details here:
</p>
<p align="center"><a href="http://edr.sagepub.com/content/43/5/230">http://edr.sagepub.com/content/43/5/230</a></p>
</font></p>

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