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The Teaching for Understanding Guide, Blythe et al., 1997. ISBN #0787909939, Jossey-Bass publisher.
Website with a nice overview of the TfU Framework: p // / p / / http://learnweb.harvard.edu/alps/tfu/info3.cfm
Jon F. Hasenbank, Ph.D hasenban.jon@uwlax.edu www.uwlax.edu/faculty/hasenbank For the Transition Math Project Winter Retreat, Jan. 28, 2010.

Part 1 Theory and Motivation for Teaching for Understanding Part 2 Implementing TfU and the Framework for Procedural Understanding Part 3 (Re)focusing Curricula to Meet TfU Goals

From Understanding by Design

(Wiggins & McTigue, p. 39)

Visiting a science class, John Dewey once asked the students: What would you find if you dug a hole in the earth? There was no response, so he asked again: What would you find if you dug a hole in the earth? After some silence, the teacher chided Mr. Dewey: silence Mr Youre asking the wrong question! Turning to the class, the teacher asked, What is the state of the center of the earth? Igneous Fusion! they replied in unison.

What did the class really know?

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When math content is not understood, students:


Experience limited transfer of knowledge Tend to over-generalize patterns
e.g. (ab)2 = a2b2, and 2(a+b) = 2a+2b, so (a+b)2 must equal a2+b2!

Evidence?

Quickly forget what they learn View math as irrelevant and uninteresting See math as a collection of disconnected rules for manipulating symbols (Kaput, 1995).

Number of Students: 38 Distribution of Correct Answers:


Number of Correct Answers 5 4 3 2 1 0 Number of Students 4 1 7 9 14 3

Solve for x: x2 4x = 32
Course Geometry Algebra II (Honors) Algebra II Pre-calculus Number of Students 111 62 30 60 Percent Correct 1% 21% 0% 2%

Mean Number of Correct Answers: 2.03

Factor Completely: 27x3 + 24x2 3x


Course Geometry Algebra II (Honors) Algebra II Pre-calculus Number of Students 111 62 30 60 Percent Correct 0% 0% 0% 5%

But Perhaps if it Was Understood

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College Readiness Process Standards


Reasoning / Problem-Solving Communication Connections Number sense Geometry Probability / Statistics

College Readiness Standards


Reasoning / Problem-Solving Communication Connections Number sense Geometry Probability / Statistics

College Readiness Standards - Connections


Compare & contast methods for completing a task. Apply math to other subjects & the real world. Connect procedures & concepts. p p Use multiple representations

Washington State K-12 Mathematics Standards


An effective mathematics program balances three important components of mathematics:
conceptual understanding (making sense of mathematics), procedural proficiency (skills, facts, and procedures), and problem solving and mathematical processes (using mathematics to reason, think, and apply mathematical knowledge).

College Readiness Standards Number Sense


Explain the meaning of square root. Describe situations that require irrational numbers. Select & justify appropriate strategies Use estimation to predict or verify

[These standards] often ask students to connect their conceptual understanding to the procedures being learned or problems being solved.

Washington State K-12 Mathematics Standards

The term fluency is used in these standards to describe the expected level and depth of a students knowledge of a computational procedure (p. iii) Immediate & accurate execution Planning knowledge (know when to use it) Automaticity (keeps working memory free)

Fluency entails:

When students learn mathematics with understanding, it becomes meaningful for them. As a result, they can
Carpenter, 1992; Van Hiele, 1986)

Execute procedures intelligently (Star & Siefert, 2002) Remember more of it, longer (Carpenter & Lehrer, 1999; Hiebert & Make fewer errors (Rittle-Johnson & Koedinger, 2002) Apply it in a variety of situations (Hiebert & Carpenter, 1992; Re-create partially forgotten knowledge,
Lehrer, 1999) (Hiebert & Carpenter, 1992) Kieran, 1992) (Carpenter &

National standards and other reports also place great value on learning math with understanding. E.g. NCTMs PSSM (2000)
E.g. The National Math Advisory Panel report (2008)

Learn (and understand) new material with less effort

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The benefits of learning with understanding probably arise from the way the knowledge is stored.
Things take meaning from the way they are connected with other things (Carpenter & Lehrer, 1999, p. 1999 p 20)

So understanding is about connections; that makes it surprisingly difficult to assess! Can from skillful C we infer understanding f i f d t di killf l execution? How well do you think your students understand mathematics?

Why does that lead to the benefits we just discussed (summarized below)?

Long-lasting, flexible knowledge; can re-create forgotten knowledge; future learning is easier; intelligent problem solving; make fewer errors.

1) What is the value of the expression (x+1)(x+2) when x = -4? 2) Could (x+1)(x+2) ever be a negative number? Explain. 3) Solve this equation for x. Show your steps. 5x 6 = 4x + 3 4) Describe two ways you could check your answer to the previous question.

15) If 3x + 4y = 14, and y = -(5/2)x, what is the value of x? 16) What does the answer to the previous problem tell you about the graphs of the two equations? You have 8 student work samples for these six tasks in your handouts. They were scored on a scale from 0 (low) to 3 (high) as part of a TfU project.

1) What is the value of the expression (x+1)(x+2) when x = -4? 2) Could (x+1)(x+2) ever be a negative number? Explain. Can you find examples of correct responses for problem 1? How did those students do on problem 2?

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1) What is the value of the expression (x+1)(x+2) when x = -4? 2) Could (x+1)(x+2) ever be a negative number? Explain.

3) Solve this equation for x. Show your steps. 5x 6 = 4x + 3 4) Describe two ways you could check your answer to the previous question.

15) If 3x + 4y = 14, and y = -(5/2)x, what is the value of x? 16) What does the answer to the previous problem tell you about the graphs of the two equations? Can you find an example of a level 3 response for problem 15? How did that student do on problem 16?

3.15) If 3x + 4y = 14, and y = -(5/2)x, what is the value of x? 3.16) What does the answer to the previous problem tell you about the graphs of the two equations?

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So we cannot necessarily infer understanding from skilled execution of procedures. Raises the question: What is the relationship between skill & understanding?

Shallow

Deep
Procedure is executed intelligently, understood Concepts are wellwell-memorized and wellwell-connected, understood

Type:

Procedural

Depth:

Novice vs. Practiced vs (Arduous vs. Automatic) Shallow vs. Deep (Disconnected vs. Connected)

Procedural

Procedure is not wellwellmemorized and is isolated; Executed with high cognitive load

Procedure is not wellwellmemorized, but is better connected. Execution is informed, but slow Concepts are not wellwellmemorized, but connections are forming

Conceptual

Concepts are not wellwell-memorized and are isolated, disconnected

Shallow

Deep, Connected

Shallow Procedural
Procedure is executed by rote

Deep
Procedure is executed intelligently, understood Concepts are wellwell-memorized and wellwell-connected, understood

Type (Concept vs. Procedure):

Conceptual

Concepts are wellwellmemorized but remain isolated, disconnected

Procedural

isolated; Executed Solve: ax+b=c with high cognitive load

Procedure is not wellwellmemorized and is

Procedure is not wellwellmemorized, but is better connected. Execution is informed, but slow

Practiced

Conceptual knowledge is knowledge about the facts, concepts, and ideas of mathematics Procedural knowledge is knowledge about the rules, algorithms, and techniques for completing mathematical tasks

Conceptual

m = rise / run
Shallow

Concepts are not wellwell-memorized and are isolated, disconnected

Concepts are not wellwellmemorized, but connections are forming

Deep, Connected

Novice

List of Examples?

Brainstorm a list of examples of procedures & concepts from algebra

Novice

Practiced

Aptitude:

Concepts vs. Procedures (Ideas vs. Algorithms)

Procedure is executed by rote

Conceptual

Concepts are wellwellmemorized but remain isolated, disconnected

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Conceptual knowledge: knowledge of the facts, ideas, and objects of mathematics.

Aptitude (Skill, Automation)

Facts: Slope equals rise over run, The set of integers is unbounded, Negative x Negative = Positive. Ideas: Slope, Tangent, Equality, Zero, Proportion. Objects: Th set of integers, Zero, Th unit circle. The The Obj fi Z i i l

With repetition and practice, knowledge becomes well-memorized & automatic This allows rapid recall of facts, or mindless execution of procedures

Procedural knowledge: knowledge of the rules, algorithms, and techniques for completing mathematical tasks.
Rules & Algorithms: Long division, Gaussian elimination, Derivative of ax, Addition of two fractions, Quadratic formula Techniques: Sieve of Eratosthenes, Get common denominators.

Algebra allows us to think less and less about more and more. Bertrand Russell

Aptitude is easiest to assess:

Rapid recall of concepts / facts Ability to quickly & correctly perform a procedure

Depth (Connectedness, Understanding)

With reflection and experience, the connectedness of students knowledge increases. Students become aware of the big picture. They become more flexible problem solvers, are more confident, can justify their answers, can choose more efficient solutions paths. This deeper knowledge (or understanding) has many benefits, as we will discuss later.

Two Dimensions for Growth

It seems growth can occur (independently) along either the Aptitude dimension or the Depth dimension Advances in one type lead to advances in the other in a hand-over-hand fashion (Rittle-Johnson et al., 2001) The alliance of factual knowledge, procedural proficiency, and conceptual understanding makes all three components usable in powerful ways (NCTM, 2000)

Shallow Procedural

Deep better practiced, they become


interconnected.

The seam indicates that as procedural and conceptual knowledge get deeper and

At tables, select an algebraic procedure. Discuss:


1. Aptitude: What would novice ( s practiced) pt tude at ou d o ce (vs. p act ced ) knowledge look like?

Conceptual

Procedural

Practiced

Conceptual

Novice

2. Depth: What would shallow (vs. deep / connected) knowledge look like? 3. Finally: What sorts of activities would facilitate growth in either (or both) of these dimensions?

Shallow

Deep, Connected

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Find the maximum of y = f(x), where f(x) = -2x2 + 4x + 3.

Find the maximum of y = f(x), where f(x) = -2x2 + 4x + 3. Typical solution shortly after instruction & practice:
The 1. The formula is x=-b/(2a), so x = 1 x=-b/(2a) Now f(1)=5, so the max is (1, 5).
4 2

Probable solution one year after instruction:

1 2

Umm, I cant remember the formula.

Try answering the following questions about the procedure for maximizing a quadratic function: 1. What sort of outcome should I expect? 2. How do I find the max? How else could I do it? 3. Wh d Why does x=b/2 work? H b/2a k? How would I explain ld l i it to others? 4. Is my answer reasonable? How could I check? 5. How does my method compare to others I could have used? How do I choose the best one? 6. What types of problems can I solve using this procedure?

Try answering the following questions about the procedure for maximizing a quadratic function: 1. What sort of outcome should I expect? 2. How do I find the max? How else could I do it? 3. Wh d Why does x=b/2 work? H b/2a k? How would I explain ld l i it to others? 4. Is my answer reasonable? How could I check? 5. How does my method compare to others I could have used? How do I choose the best one? 6. What types of problems can I solve using this procedure?

Typical solution shortly after instruction & practice:

x=

Its at the axis of symmetry. The formula is x=-b/(2a), so x = 1. Now f(1) = 5, so the max is (1,5).

b b 2 4ac 2a

Possible solution one year after instruction:

I dont remember the formula... 2 Lets see, itll be halfway between the roots... I could find them using the quadratic formula... Oh yeah! x=-b/(2a)! (etc.)
1 1

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Procedural understanding is often discussed in the context of:


Expert Knowledge Flexible Knowledge y Procedural Literacy Meaningful (vs. Rote) Knowledge Conceptual Knowledge about the Procedure

The Framework for Procedural Understanding (NCTM, 2001) Can be used to:
Define procedural understanding Deepen lesson content Select and develop homework tasks Assess understanding through homework, quizzes, tests, journals, and interviews

It is a student-centered guide to understanding procedures.

The Teaching for Understanding (TfU) Framework consists of 4 parts:

(1) generative topics, (2) understanding goals, (3) performances of understanding, and (4) ongoing assessment.

Next, well learn more about both frameworks and see how they can be used together to:
Focus the curriculum, Deepen instruction, and Guide assessment.

It is intended to guide teachers in designing units that elicit understanding in all subject areas.
Using the (TfU) Framework as a lens to look at my teaching gives me a systematic way of making sure Im consistently integrating all of the important elements.

One implementation (2005) involved using the NCTM Framework in College Algebra. A second implementation (07-08) involved both the NCTM & TfU Frameworks in grades 8-12. Well focus on the implementations of TfU in each case, as well as the primary results.

Discussion Prompt: Reflect on what youve just seen: What do you think will stick with you?

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Teacher training

College Algebra (2005): Weekly content discussions based on NCTM Framework; 3 treatment & 3 control instructors. 8-12th Grade (07-08): Intensive summer workshop on both NCTM Framework and TfU Framework; 5 treatment, 4 control teachers (in algebra).

Curricular tweaks

College Algebra (2005): Reduce procedural HW by 18%; offset with Writing in Math HW instead; 8% HW reduction overall; Lectures and weekly quizzes included Framework questions. 8-12th Grade (07-08): Sprinkle it in during lessons; Identify through-lines & generative topics; Teachers design their own examples & assessments.

Assessments:

College Algebra (2005): Exams (skill), Journal Tasks (understanding), classroom observations of treatment & control instructors. 8-12th Grade (07-08): Three ~16-item assessments with skill-understanding paired items; classroom observations of treatment teachers only.

What do you look for in a quadratic equation to decide which method will be the best way to solve?
1. 6x2 3x 2 = 0 2. 9x2 24x = 0 3. (3x 4)2 = 16 4. 4 x2 6x 7 = 0 5. x2 6x + 7 = 0 Methods: Factoring, Square Root Method, Complete the Square, Quadratic Formula

What would your students say? What would an expert say? How can we bridge that gap?

What is the advantage of factoring first, before adding or multiplying rational expressions?

How could you verify that you have done the polynomial long division procedure correctly?

What would your students say? What would an expert say? How can we bridge that gap?

What would your students say? What would an expert say? How can we bridge that gap?

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8th grade algebra teacher:

Students work in pairs to solve linear equation. One student does a step, partner provides reason. Then exchange roles for next step.
(Established this routine early on)

9th grade algebra teacher:

All college algebra instructors emphasized procedural skill far more than the other Framework objectives. BUT: Treatment instructors managed to implement a more balanced curriculum. curriculum
Performing the procedure
(% coded 6 Pervasive)

I really like the understanding questions; it forces my students to really think instead of being so robotic. I have found it difficult to implement on tests. I guess I am scared to see what they will write & then have to score it as part of the test.

Other TfU objectives


(% above 2 Infrequent)

Control Treatment

94% 72%

9% 18%

Nov. 2007

Feb. 2008

Teacher 1: Focused on performing the procedure.

Teacher 2: Nice job of sprinkling it in.

Treatment students scored 34% higher on the understanding tasks.


t105 = 4.32, p < .001

Treatment students had 2.8% higher average exam scores overall.


t138 = 0.921, p = .358 (n.s.)

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Framework students did no worse (indeed, did a little better, but mostly n.s.) than controls. But notice that nice gap opening up over time
Average Exam Scores (Weighted Average of Treatment / Control)
Weighted Average Score (%) 90.0 85.0 80.0 75.0 70.0 65.0 60.0 55.0 Exam1 Exam2 Exam3 Final Exam Treatment Control

Exam Number

No differences in valueadded for understanding (p = .413)

Significantly greater value-added for skill (p = .003).

Be patient!

The gains took time to emerge in both studies. In fact, the assessments showed a classic implementation dip that was later overcome.

Homework is a crucial component.

The one college algebra class that was most verbose on the homework did the best on the exams and journal tasks. Lesson: Dont neglect the active homework component of TfU.

C&I remained largely procedure-centered.


Procedural instruction dominated; Even just sprinkling it in can make a difference.

Small steps can yield positive results.


It is easy to supplement (deepen) existing examples. What if we could really embed it in the curriculum?

College algebra students expected skills-oriented instruction, but they adapted.

There is time to address deep questions:

Reduce the number of drill exercises you assign. Bookend examples with Framework-oriented questions.

One critical (and highly relevant) difference between the two studies:
College algebra students have seen this content once before. Does that make it easier to build connections? (May explain the understanding gains in college algebra but not in high school).

Be sure to include understanding items on your assessments


Otherwise, the students may pass over the understanding questions you assign.

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Begin with Generative Topics Select Understanding Goals Discussion prompt: What implications do these two studies have for your institution?

What topics are worth investing the time to understand?


y g What are your g goals for student understanding?

Devise Performances of Understanding Use Ongoing Assessment


Activities that develop and demonstrate students understanding

Provides students with continual feedback about their performances to help them improve

Generative topics are those that:

Are central to one or more disciplines, Are interesting and accessible to students, and Provide opportunities for multiple connections.

Generative Topics:

Central topics; Interesting & accessible to students; with Opportunities for making connections

These topics should form the core of the curriculum (TfU Guidebook, p. 18).

Sa p e Topics: (a e any of them generative?) ge e at e ) Sample op cs (are a y o t e Slope / Rate of Change Long Division of Polynomials Linear Equations Transforming Functions Graphing Rational Functions Factoring Polynomials Laws of Exponents

Generative Topics:

Central topics; Interesting & accessible to students; with Opportunities for making connections

Generative Topics:

Central topics; Interesting & accessible to students; with Opportunities for making connections

What do you see as generative topics for the generative topics courses you teach?
(To what extent can you use the College Readiness Standards to inform these decisions?)

These are stiff criteria for college algebra!

We need a tool for focusing and adapting this TfU Framework for use in algebra. The Framework for Procedural Understanding can help by identify appropriate understanding goals for algebra procedures.

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1a) 1b) 2a) 2b) 3) ) 4) 5) 6)

What is the goal of the procedure? What sort of answer should I expect? How do I carry out the procedure? What other procedures could I use? Why does the procedure work? h d h d k How can I verify my answer? When is this the best procedure to use? What else can I use this procedure to do?

By setting understanding goals, we answer the question where are we heading?

Adapted from Navigating through Algebra in Grades 9-12 (NCTM, 2001)

Few of us would set off on a trip without first having a sense of where we want to go. Because our resources are limited, we want to use them wisely. So we think carefully about where wed like to go, and we have that destination in mind when we set out. It helps us decide when to stop to rest, when to forge ahead, and when to modify our itinerary. (TfU Guide, p. 35)

Understanding goals are the destinations that make the journey worthwhile. Unit-long goals:
What must students understand about this topic? What understanding goals span the entire course?

It helps to prioritize by sorting your understanding goals into categories:


(Wiggins & McTigue, 1998)

Course-long (through-lines):

Worth being familiar with Important to know and do Enduring Understanding

Generative topic: Solving Linear Equations


E.g. 3x + 2 = x 3

Select a generative topic, and identify some understanding goals.

Some possible Understanding Goals:

Students will be able to use multiple solution paths and choose intelligently among them. Related Question: Show how to solve the equation two different ways. Which way do you think is better? Why? Students will be able to interpret a linear equation and its solution as the intersection of two lines.

Use the Framework for Procedural Understanding to help identify important understanding goals. Express your understanding goals as a statements (Students will) or as questions for students.

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Broad understanding goals (those that span the course) are called throughlines. Consider: What broad understanding goals do you have for your students?
(And how will you get them there?)

Broad understanding goals (those that span the course) are called throughlines. Consider: What broad understanding goals do you have for your students?
(And how will you get them there?)

What throughlines do you see in the College Readiness Standards?

Ideas for performances of understanding emerge as we examine our understanding goals.

Understanding performances progress in complexity and build over time.


Introductory performances - to gauge initial understandings.

Early performances are primarily about learning, not necessarily assessing.

Want your students to recognize there are multiple p solution paths? or to identify the most efficient ones? or show how they might check their answer? Then we must ask them to do so.

Guided inquiry performances when lecture just wont do (for topics you feel are especially important to understand). Culminating performances - students are asked to synthesize and demonstrate their understandings.

What makes a good performance.


Daily HW presentations (rotate through students). Small group tasks, thoughtfully selected. Journal reflections. Individual projects p j
Find a connection (in math, to life, to history) and explain it (to me, or to the class.) Report may be written or oral (or both).

As students engage in understanding performances, we should:


explain their answers, g give reasons for their choices, , offer supporting evidence, make predictions

Help students make connections by asking them to:

Quiz prompts (formative). Exam prompts (summative).

Listen for common questions or sources of confusion that should be addressed in whole-group discussion or lecture

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It is important for students to perform their understanding.

Make this process visible to students!

You will learn more about what they understand (or misunderstand). y y y They will be able to sort out what they really think.

State your understanding goals, and revisit them from time to time. Post them in a prominent place, and refer to them as you teach.

Let them know you value this kind of knowledge.

Ongoing assessment is the last (but not least!) component of the TfU Framework. Key Points:

What are some ways you might incorporate understanding performances into your assessment (and facilitation) of student learning?

Students value what we assess so our assessments assess, must reflect our understanding goals. Provide students with clear responses to their performances of understanding in a way that helps them improve their next performance.

How to grade these novel sorts of understanding performances?

Example (adapted from WKCE-CRT, 2005)


3: response is accurate, complete, insightful, and fulfills all requirements of the task. 2: response is accurate but lacks some essential insights; fulfills most requirements of the task. 1: response provides some relevant information, but is to general or simplistic, or does not fulfill the requirements of the task. 0: response is inaccurate, confusing, or irrelevant.

Example (adapted from WKCE-CRT, 2005) WKCE CRT,


3: 2: 1: 0: demonstrates demonstrates demonstrates demonstrates a thorough understanding a partial understanding an incomplete understanding no understanding

A simple rubric can make expectations clear and provide for reliable scoring & feedback.

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Imagine if students started asking these questions on their own? Let s Lets continue the dialog what are the opportunities before us for enriching the mathematical experiences of our students?

Finally

THANK YOU for your important work!


Questions / Comments?

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