Update on Lynne
Are you still working with the project? If not, what is it that you currently do?
Currently I am the director of curriculum and instruction and adult learning in math at one of the BPE schools, Dudley Street Neighborhood Charter School. I work with teachers and residents in BTR to design, implement, and facilitate cognitively demanding tasks in the math classrooms where students are the sense makers. The core of our curriculum K-5 is Investigations in Number Data and Space. This year we are implementing the third edition. We have also implemented units from Kathy Fostnot from the Young Mathematicians at Work series.
Is the Winding Game still being implemented, and if so at what grade level?
In the spring of 2012, K-5 teachers in Mansfield, Ohio, used a version of the Winding Game and games derived from it in the Elementary School. A high school version of the Winding Game was developed by Ed Dubinsky and was piloted as part of two National Science Foundation awards to the Algebra Project between 2006 and 2013. Portions of the Algebra Project Transition Curriculum continue to be used with some classrooms in the Algebra Project network. In 2009, Bill Crombie, who was one of the original designers of the Winding Game, returned to and continues to work with the Algebra Project, Inc., as Director of Professional Development.
What are your thoughts on CCSS?
I am most appreciative of the CCSS standards for mathematical practice. They are in alignment with how we think about treating children as sense makers. The Algebra Project five-step curricula process is supported by these practice standards as well. Throughout the AP transition curriculum there are opportunities for students to work in the ways described in the standards, especially MP1 and MP3. I am still working through my understanding of the content standards and how they play out in real classrooms with real students. I am finding that they are a good reference for teachers to unpack the mathematics, develop learning goals, and plan for instruction. We are doing more with the progression documents to better understand the conceptual development of the standards. I do think the CCSS has upped the rigor, especially grade 3 and above. The CCSS has also put more focus on deepening teachers’ content knowledge beyond the grade level they teach. The thing we are most concerned with is the connection between reading (comprehension and vocabulary) and students being able to make sense of the questions on the state tests independently.
Director of Curriculum, Instruction and Staff Development—Elementary Math
27-43 Wormwood Street, Suite 110
Boston, MA 02210
(617) 227-8055; fax 617.275.0755; wwwbpe.org