Take a look how math standards have changed over time.
Six decades of revisions of the same word problem dealing with profits has transformed itself to meet various formats of standardized testing, concretize various standardized testing public policy issues and concerns.
The 1950s example represents the straight forward mathematics word problem, presented in a no frills, simple and brief format. No attempt was made to dramatize mathematics or to connect it to the problem solvers’ daily life or interests. This was the mathematics Dragnet approach to word problems: "just the facts."
As the 60’s emerged the problem began evolving as a narrative with the desired operation embedded and some storying connection to social realities of the test taker.
In the 70’s the test problem design literally abstracted itself from reality and from simple memorization and exercise of requisite computational skills/operations to an abstract discussion of sub arrays and sets. This represents a 180 degrees turn from the 50’s approach, a switch from "just the facts" to "sets" only. As a result of this type of teaching and testing, the mathematics competent student of the 70’s might have been able to create wondrous graphic organizers, but not correctly compute the mathematically precise response. Partial credit was given and much praise for the visuals.
The 80’s example has totally forgotten the Mathematics element and is now focusing on social, emotional and political reactions and responses to a mathematics prompt. Most alarming, correct answers were no longer required or even desired.
In the 90’s this trend continued with students being able to infuse emotions, historical, and cultural responses and issues such as the environment into problem solving. Actually problem solving was a misnomer for multicultural narrative literacy response coached as a mathematics prompt.
The 2000 problem politicizes the problem by including known failing ENRON accountant and political figures. No longer "just the facts" of the 50’s, now the problem is politicized and contextualized for its time frame.
According to the 2005 problem, the next stage in the standardized mathematics problem solving evolution will be the presentation of a simplified format of the question in a first language other than English, here Spanish.
Review the Changing Math Standards scrolling history and answer the following questions:
Social StudiesStandard
2 Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
• compare important events and accomplishments from different time periods in world history • develop timelines by placing important events and developments in world history in their correct chronological order • measure time periods by years, decades,
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English Language ArtsAlternate Assessment for Students with Severe Disabilities Standard 1Students will read,
write, listen, and speak for information and understanding. Standard 3 Students will read,
write, listen, and speak for critical analysis and evaluation.
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John F. Kennedy High SchoolDo The Math WebQuest Rubric |
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Name: ________________________ Title of Work: ___________________ Date Submitted: ____________Teacher: Mr. Feld
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Introduction
4 points 3 points 2 points 1 point
Task 4 points 3 points 2 points 1 point
Public Policy/ Solution Originality 4 points 3 points 2 points 1 point
Process: Originality 4 points 3 points 2 points 1 point
Grammar, Format , and Spelling 4 points 3 points 2 points 1 point
Total----> 50
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Teacher Comments: |