Curriculum

Quality elementary science programs are faced with the challenge of adapting and/or building upon the Next Generation Science Standards (NGSS) in order to provide an essential foundation for student learning and interest in science. As such, these science programs must address how the practices of science can be linked with cross-cutting concepts through meaningful learning contexts that, of necessity, evolve progressively across grades.

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.

The Common Core State Standards for Mathematics (CCSSM) offer an opportunity for districts to push teachers to enact ambitious practices around instruction and curriculum use. However, taking up ambitious practices entails a number of challenges, some of which were evident during the NCTM Standards reform movement in the 1990s and early 2000s, and some of which reflect new approaches and new policy contexts.

The Next Generation Science Standards present important shifts for science teaching, assessment, and curriculum materials—focusing on core explanatory ideas, a central role for science and engineering practices, and coherence across time and science disciplines. These challenges for practice require new theoretical advances.