An Overview Of Mmpi

1,023 views

Published on

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,023
On SlideShare
0
From Embeds
0
Number of Embeds
78
Actions
Shares
0
Downloads
18
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide
  • An Overview Of Mmpi

    1. 1. An Overview of MMPI: Michigan Mathematics Program Improvement
    2. 2. State and Federal Guidance <ul><li>NCLB </li></ul><ul><li>Education Yes! </li></ul><ul><li>Grade Level Content Expectations </li></ul><ul><li>MEAP Grades 3-8 </li></ul><ul><li>Adequate Yearly Progress </li></ul>
    3. 3. Goal: <ul><li>To improve the mathematics program </li></ul><ul><li>To accomplish AYP </li></ul><ul><li>To raise MEAP scores </li></ul>
    4. 4. How Students Learn: Mathematics in the Classroom M. Suzanne Donovan and John D. Bransford, editors, Committee on How People Learn: A Targeted Report for Teachers National Research Council ISBN: 0-309-54802-0, 272 pages, 7 x 10, (2005) PDF is available from the National Academies Press at: http://www.nap.edu/catalog/11101.html
    5. 5. Adding It Up: Helping Children Learn Mathematics <ul><li>Jane Swafford, Bradford Findell, Jeremy </li></ul><ul><li>Kilpatrick Editors; </li></ul><ul><li>Mathematics Learning Study Committee </li></ul><ul><li>National Research Council </li></ul><ul><li>ISBN: 0-309-50524-0, 480 pages, 7 x 10, (2001) </li></ul><ul><li>PDF is available from the National Academies Press </li></ul><ul><li>at: http://www.nap.edu/catalog/9822.html </li></ul>
    6. 6. Program Components: Sequenced for instructional coherence. Designed to identify student knowledge and understanding relative to instructional sequences MEAP Data and Release Items
    7. 7. Three types of representations:
    8. 8. Four Models for Concrete Representation: <ul><li>Bustable and proportional model (straws) </li></ul><ul><li>Tradable and proportional model (base ten blocks) </li></ul><ul><li>Tradable and non-proportional model (money) </li></ul><ul><li>Linear model (number line) </li></ul>
    9. 9. GLCE’s by strand <ul><li>Divided by 5 strands: </li></ul><ul><ul><li>Number and Operations </li></ul></ul><ul><ul><li>Algebra </li></ul></ul><ul><ul><li>Measurement </li></ul></ul><ul><ul><li>Geometry </li></ul></ul><ul><ul><li>Data and Probablility </li></ul></ul>
    10. 10. Activities: <ul><li>Based on GLCEs </li></ul><ul><li>Broken down by Item Data on MEAP </li></ul><ul><li>Error Analysis </li></ul><ul><li>Determined by MEAP scores: </li></ul><ul><ul><li>General Education Students: <65% </li></ul></ul><ul><ul><li>Special Education Students: <50% </li></ul></ul><ul><ul><ul><li>Standard Deviation between GE/SE = 15% </li></ul></ul></ul>
    11. 11. Sequence of Activities: <ul><li>Concrete-Representational-Abstract: </li></ul><ul><ul><li>Make and draw a representation of given situation </li></ul></ul><ul><ul><li>Identify a related representation of given statement </li></ul></ul><ul><ul><li>Given a representation, write a related mathematical statement </li></ul></ul><ul><ul><li>Compute basic facts </li></ul></ul><ul><ul><li>Compute basic problems </li></ul></ul><ul><ul><li>Compute intermediate problems </li></ul></ul><ul><ul><li>Compute complex problems </li></ul></ul>
    12. 12. Concrete-Representational-Abstract <ul><li>Concrete. The “doing” stage using concrete objects to model problems </li></ul><ul><li>Representational. The “seeing” stage using representations of the objects to model problems </li></ul><ul><li>Abstract. The “symbolic” stage using abstract symbols to model problems </li></ul>

    ×