In the News
With the rollout of the Common Core State Standards in Mathematics happening across the state and the country, math is in the news. Here are some especially relevant articles:
The buzz...U.S. ranks No. 13 in new collaborative problemsolving test
The United States may be known for its rugged individualism. But it turns out American teens are much better at group collaboration than at individual academic work. That’s according to the results from a new version of the Program for International Student Assessment, or PISA, which tested collaborative problemsolving skills among 15yearolds in more than 50 countries and regions around the world in 2015. The National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL published a position paper titled, "Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability." In this paper, they define a social justice approach to math education and provide recommendations for how to work toward that approach. One of those recommendations is to "eliminate tracking systems that sort children based on perceived ability and demographic profile".
You’re all ‘math people,’ but you just didn’t know it
Jennifer L. Ruef writes in the San Francisco Chronicle about how and why we are all math people. Here is what you can do to help your child with math: Listen to them. Jo Boaler talks about the importance of the messages we send to girls about math in this article from CNN.
Also, check out her new video on number sense! More videos about math concepts can be found here. Jo Boaler's Editorial in the Hetchinger Report  Memorizers are the lowest achievers and other Common Core math surprises mentions SFUSD's course sequence among reform initiatives.
We need to 'revolutionize' how we teach math says Stanford's Jo Boaler
Is math an inherently challenging subject or are we making it more difficult than it needs to be? Jo Boaler talks to KQED's Michael Krasny on Forum and points to SFUSD's program and course sequence. (At about minute 50 of the program.) From the NY Times "Well" blog comes this story Square Root of Kids’ Math Anxiety: Their Parents’ Help about how parents do (and don't) pass on their math anxiety to their kids. Tips for SFUSD parents who want to help their students with math are here.
This post from SF Public School Mom and Blogger Alison M. Collins: How Many Ways Can You Multiply? talks about the shifts in the Common Core and what they mean for parents.
Common Core standards bring dramatic changes to elementary school math
from Edsource, January 20th, 2014, By Lillian Mongeau In a kindergarten classroom at Robinson Elementary in Fresno, Juh’Ziyah Atchinson helps Aubrey Blancas, both 5, create a row of dominoes so they can practice counting... The new Common Core State Standards require students to demonstrate a deeper understanding of math concepts, which means teachers will have to change how they teach those concepts too...Read the whole article. Common Core in the NewsIn this report from The Education Trust  West: Changing the Equation: Ensuring the Common Core Math Standards Enable All Students to Excel in California Schools
SFUSD is recognized for our leadership in reducing tracking, an exemplary instance of Best Practice #1: Creating a culture of high expectations for all students. Answering Parents' Questions About Common Core Math  KQED MindShift reporter Katrina Schwartz answers questions about California's Common Core math curriculum. Reporter: Katrina Schwartz
Common Core Math is not Fuzzy  by Solomon Friedberg
Real fluency is an improvement on traditional math's plugandchug, mechanical approach. Jo Boaler discusses the shifts in the Common Core State Standards:

SFUSD in the NewsHistoric shifts in Math show promise  Students significantly more likely to pass Algebra the first time
PRESS RELEASE: New SFUSD data show that students who took Common Core Algebra 1 in ninth grade were 83 percent less likely to have to repeat the course than students who took Algebra 1 in eighth grade. The comparison between current juniors and seniors marks SFUSD’s transition to its current approach to secondary math instruction. Download this slideshow to see highlights of data that show early indicators of success in math. Students create simulated roller coasters using algebraic equations
High school students taking Algebra 2 this summer held a “Polynomial Carnival” for preschoolers to showcase roller coasters they created. See the press release here. Read Gavin Liang's Blog about the event here. John Muir Elementary School math successes recognized in EdSource: San Francisco school finds key to raising math scores: Teacher training.
One elementary school in California says it has found the key to turning around persistently stagnant math scores: Heavy investment in teacher preparation, to improve not only classroom instruction but also the overall climate of the school. Read more here. SFUSD high school graduates perform better in math and science (Chinese)
This article in the Sing Tao Daily summarizes promising data about increased enrollment in advanced high school math and science courses. "While others have been wondering whether the math policy reform in 2014 generates positive outcomes, SFUSD recently published a report and data from the first cohort of students showing that students are benefiting from the new policy." Read the full article in Chinese. More SFUSD students ready for calculus
This Medium post by Laura Rudnick describes how, as we move into the 2018–2019 school year, not only are more students ready to take calculus, the students who have completed the prerequisite courses are more diverse. A bold effort to detrack algebra shows promise
In this article in Education Week, Stephen Sawchuk discusses the goals of the SFUSD math sequence, describes the implementation in one SFUSD classroom, and reports on promising preliminary findings about course taking patterns. Historic shifts in Math show promise  Students significantly more likely to pass Algebra the first time
PRESS RELEASE: New SFUSD data show that students who took Common Core Algebra 1 in ninth grade were 83 percent less likely to have to repeat the course than students who took Algebra 1 in eighth grade. The comparison between current juniors and seniors marks SFUSD’s transition to its current approach to secondary math instruction. Download this slideshow to see highlights of data that show early indicators of success in math. Encouraging students to make mistakes to improve math outcomes
In this article in EdSource, SFUSD Math Supervisor Lizzy Hull Barnes discusses important tenets of the SFUSD Math Core Curriculum, including fostering a growth mindset, promoting mathematical discourse, encouraging flexible approaches to problem solving, and honoring mistakes as opportunities for new learning. New Partnership Announced between SFUSD Math and Science and Tuva
Tuva, the leading data literacy platform for K12 education, will partner with SFUSD for the 2017–18 School Year to help bridge the gap between math and science education and enable math and science teachers across the district meet the rigors of the new NGSS and the Common Core Math Standards. This partnership will provide SFUSD middle and high school math and science teachers access to the growing collection of authentic, scientific datasets, Tuva's researchbased, interactive graphing and statistical tools, and inquirybased activities, lessons, and assessment tasks. SFUSD makes the grade in its new approach to math
Our superintendent Vincent Matthews talks about the changes in SFUSD math in the past few years, what's different, and how we know that we are making progress. From the San Francisco Examiner. Chinese Translation from Sing Tao. SRI Report A new report from SRI Education on SFUSD’s Science, Technology, Engineer and Math (STEM) Learning Initiative shows SFUSD’s eighth grade students ahead of peers in other school districts when it comes to math performance.
Unlocking Learning II: Math as a Lever for English Learner Equity This report from The Education TrustWest highlights how students learning English are faring in math classrooms across the state. It provides realworld examples of schools and districts closing gaps for California’s English learners, including a reference to the work in SFUSD.
No algebra before 9th grade? SFUSD clarifies the misconception (Chinese)
Journalist Han Li reflects on the changes to the teaching of Algebra, both the course and the content, in World Journal. From the article: 'It is a misconception among some parents that students aren’t learning Algebra until ninth grade when, in fact Algebra is woven throughout the new Common Core aligned curriculum from elementary school on up,' said Brent Stephens, SFUSD’s Chief Academic Officer. 'In addition, Students and families who wish to reach APlevel math by their junior and senior years have many options available to them.' ” Read the full article in Chiinese here. Aspen Institute Case Study: Putting It All Together
A case study from the Aspen Institute National Commission on Social, Emotional, and Academic Development explores how schools and school districts across the country are integrating social, emotional and academic development (SEAD) into their K–12 classroom curricula. The SFUSD math curriculum is highlighted on page 6 as an example of promising practice that integrates the development of students' academic, social, and emotional skills. Looking at numbers in a whole new way: Families of elementary students gain new insight into the Common Core State Standards at a sitebased Math Night. From the San Francisco Chronicle.
Why groupwork could be the key to English learner success: Teachers at SF International High School engage English Language Learners in rigorous learning using groupwork.
How A StrengthsBased Approach to Math Redefines Who Is "Smart" KQED's Mind/Shift reports on the use of Complex Instruction to support students' beliefs in themselves as math learners.
Read more about Complex Instruction in SFUSD. Lesson Study: When Teachers Team Up to Improve Teaching
A report on Sanchez Elementary School's use of Lesson Study to improve Math. Another article about Lesson Study here at KQED's Mind/Shift reports. Check out the Math Department's use of Lesson Study too.
SFUSD moves beyond textbooks: Former Superintendent Carranza comments on how the new standards influence what student materials look like.
SFUSD visited Chinese media outlet Sing Tao Daily and clarified misconceptions the Chinese community has about Common Core math sequence and Math Validation Test. James Ryan from the Math Department presented a variety of pathways that family can choose from.
Read the full story in the Sing Tao Daily: SFUSD clarifies mathematics curriculum (Chinese) 校區澄清數學課順序非鐵律 SFUSD is recognized in this article from Education Week: CommonCore Algebra Seen as Tougher Standards could challenge trend to put 8th graders in Algebra 1
Former Superintendent Carranza and Argonne teacher Kim Towsley talked to KALW's City Visions about the Common Core and the recent CAASPP results. Listen from 7:50 through 18:30 for a great summary of our approach to the Core Curriculum and how it is changing teaching.
STEM Executive Director, Jim Ryan, is quoted in this article from EdSource about testing and the Common Core:
Now, students work in pairs or groups, arguing about what the right approach is to a problem, Ryan said. They have to explain their reasoning and justify it to one another. “It’s a much noisier classroom,” he said. Read former Superintendent Richard Carranza's feature in the Examiner: There's a New Way to Learn Algebra.
SFUSD outpaces state averages and other large CA cities on state tests. Read more in the SF Examiner: SFUSD at the head of the class.
Former Superintendent Carranza's comments to the School Board at the March 10 meeting addresses concerns about the Course Sequence.
U.S. Secretary of Education Arne Duncan visited SFUSD in October, 2014. Listen to our math teachers talk about how their classrooms are changing with the new curriculum!
Listen to a KQED report on a parent night at Alice Fong Yu School, where parents learned more about the Common Core shifts and how to help their kids with homework.
New Common Core math standards add up to big changes. Common Core ushers in new educational methods that veer from old concepts of rote learning.
 San Francisco Chronicle, September 6, 2014 "SF schools rolling out new Common Core math curriculum this year"  The Examiner, August 10, 2014 "SFUSD is using a better way to teach math"  The Examiner, February 11, 2014 "Math is getting a major makeover."
 San Francisco Chronicle, January 9, 2014 
#Follow us on twitterSFUSD's own blog featured this story about our rollout. (August 28, 2014)
Math in the NewsThe Power of Dots Keith Devlin discusses the distinction between oldstyle procedural mathematics and the 21stcentury need for mathematical thinking in this blog post about the Common Core.
Math and Mindset: Toss out those negative misconceptions we’ve cultivated that we’re not good at math. Kathy Liu Sun discusses three of the most damaging misconceptions about Math and ability.
The Stereotypes That Distort How Americans Teach and Learn Math
Speed doesn't matter, and there's no such thing as a "math person." How the Common Core's approach to the discipline could correct these misperceptions.  Jo Boaler Can A 250YearOld Mathematical Theorem Find A Missing Plane?
A 250yearold mathematical theorem developed by an English minister might be able to do what a small armada of satellites, planes and ships cannot — provide a location (or at least a guess) of where the missing Malaysian Airlines Flight 370 plane might be.  NPR News Why Kids Should Use Their Fingers in Math Class
Evidence from brain science suggests that far from being “babyish,” the technique is essential for mathematical achievement. Read about this and the importance of visual engagement with mathematics in this article in The Atlantic. How to Get Students to Work Harder
"The good news is that students can be buttressed psychologically to tackle academic challenges." Find out how in this article from the Atlantic.
Why Do Americans Stink at Math?This piece from the NY Times describes teacherresearcher Madeline Lampert who "...rather than starting each lesson by introducing the main idea to be learned that day, she assigned a single “problem of the day,” designed to let students struggle toward it — first on their own (You), then in peer groups (Y’all) and finally as a whole class (We). The result was a process that replaced answergetting with what Lampert called sensemaking. By pushing students to talk about math, she invited them to share the misunderstandings most American students keep quiet until the test. In the process, she gave them an opportunity to realize, on their own, why their answers were wrong." Find out more!
