Transcript Tonsing-Meyer Presentationx

Demystifying the Hoopla Around
Computer Science and Common
Core Mathematics Standards
Julie Tonsing-Meyer & Kian L. Pokorny
McKendree University
METC 2013
February 12
Background Information
• How many offer Computer Science courses?
• What does the curriculum for the computer
science course(s) entail?
• To which set of standards has the computer
science curriculum been aligned?
• What prior background/training have the
computer science educators had?
Educational Standards in K-12
• K-12 standards are set by individual states
• Common Core [3] is an initiative to provide a
standard that all states may use
– Started in 2009
– National Governors Association Center for Best
Practices (NGA Center) and Council of Chief State
School Officers (CCSSO)
– Standardize K-12 curriculum, hope all states adopt it
• 46 states have adopted it
– English Language arts & Literacy in History/Social Studies,
Science, and technical Subjects
– Mathematics
Educational Standards in K-12
• Computer Science Teachers Association (ACM)[2]
– Computer Science K-12 curriculum standard
• Level 1- grades K-6: Level 2 - grades 6-9: Level 3 - grades
9-12
– Level 3 divided into 3 distinct courses.
• Computer Science in the Modern World
• Computer Science Concepts and Practices
• Topics in Computer Science
• 5 strands:
–
–
–
–
–
computational thinking (CT),
collaboration (CL),
computing practice and programming (CPP),
computers and communication devices (CD),
community, global and ethical impacts (CI)
Educational Standards in K-12
• ISTE [4] – provides National Educational Technology
Standards (NETS) for educators.
• Standards for teachers (NETS-T), administrators (NETSA), students (NETS- S), coaches (NETS-C), Computer
Science educators (NETS-CSE).
• NETS-CSE only considers computer science at the
secondary school level.
• Divided into 4 principles:
–
–
–
–
Principle I - content knowledge,
Principle II - effective teaching and learning strategies,
Principle III - providing effective learning environments,
Principle IV - educator’s professional knowledge and skills
Educational Standards in K-12
• ISTE NETS-CSE: Principle I - content knowledge
• 4 content areas.
A. demonstrate knowledge and proficiency in data
representation and abstraction (4 topics)
B. effectively design, develop and test algorithms
(6 topics)
C. demonstrate knowledge of digital devices, systems,
and networks (4 topics)
D. demonstrate an understanding of the role computer
science plays and its impact in the modern world. (2
topics)
ISTE Topics
A
i. Effectively use primitive data types
ii. Demonstrate an understanding of
static and dynamic data structures
iii. Effectively use, manipulate, and
explain various external data stores:
various types (text, images, sound,
etc.), various locations (local, server,
cloud), etc.
iv. Effectively use modeling and
simulation to solve real-world
problems
B
i. High-level programming language,
construct programs involving simple and
structured data types; compound Boolean
expressions; and sequential, conditional,
and structures iterative control
ii. Design and test algorithms and
programming solutions to problems using
advanced data structures
iii. Analyze algorithms by considering
complexity, efficiency, aesthetics, and
correctness.
iv. Knowledge of two or more programming
paradigms
v. Use two or more development
environments
vi. Knowledge of varied software
development models and project
management strategies
ISTE Topics
C
i. Demonstrate an understanding of
data representation at the machine
level
ii. Demonstrate an understanding of
machine-level components and
related issues of complexity
iii. Demonstrate an understanding of
operating systems and networking in
a structured computer system
iv. Demonstrate an understanding of
the operation of computer networks
and mobile computing devices
D
i. Demonstrate an understanding of
the social, ethical, and legal issues
and impacts of computing, and
attendant responsibilities of
computer scientists and users
ii. Analyze the contributions of
computer science to current and
future innovations in sciences,
humanities, the arts, and commerce
Number of topics in each strand of
CSTA courses
Strand
Computational
Thinking
(CT)
Collaboration (CL)
Computing
Practice
&
Programming (CPP)
Computers
&
Comm.
Devices (CD)
Community, Global &Ethical
Impacts (CI)
CS in the
Modern World
CS Concepts
and Practices
11
11
4
12
3
8
10
5
11
8
Computer Science in
the Modern World:
Computational Thinking (CT)
1. Use predefined functions and
parameters, classes and methods to
divide a complex problem into simpler
parts.
2. Describe a software development
process used to solve software problems
(e.g., design, coding, testing, verification).
3. Explain how sequence, selection,
iteration, and recursion are building
blocks of algorithms.
4. Compare techniques for analyzing
massive data collections.
5. Describe the relationship between
binary and hexadecimal representations.
6. Analyze the representation and
trade-offs among various forms of
digital information.
7. Describe how various types of data
are stored in a computer system.
8. Use modeling and simulation to
represent and understand natural
phenomena.
9. Discuss the value of abstraction to
manage problem complexity.
10. Describe the concept of parallel
processing as a strategy to solve large
problems.
11. Describe how computation shares
features with art and music by
translating human intention into an
artifact.
Computer Science in the Modern
World
Collaboration (CL)
1. Work in a team to design and develop a
software artifact.
2. Use collaborative tools to communicate
with project team members (e.g., discussion
threads, wikis, blogs, version control, etc.).
3. Describe how computing enhances
traditional forms and enables new forms of
experience, expression, communication, and
collaboration
4. Identify how collaboration influences the
design and development of software
products.
Computer Science in 5. Use Application Program Interfaces
(APIs) and libraries to facilitate
the Modern World programming solutions.
Computing Practice and Programming
(CPP)
1. Create and organize Web pages
through the use of a variety of web
programming design tools.
2. Use mobile devices/emulators to
design, develop, and implement mobile
computing applications.
3. Use various debugging and testing
methods to ensure program correctness
(e.g., test cases, unit testing, white box,
black box, integration testing)
4. Apply analysis, design, and
implementation techniques to solve
problems (e.g., use one or more
software lifecycle models).
6. Select appropriate file formats for
various types and uses of data.
7. Describe a variety of programming
languages available to solve problems and
develop systems.
8. Explain the program execution process.
9. Explain the principles of security by
examining encryption, cryptography, and
authentication techniques.
10. Explore a variety of careers to which
computing is central.
11. Describe techniques for locating and
collecting small and large-scale data sets.
12. Describe how mathematical and
statistical functions, sets, and logic are
used in computation.
Computer Science in
the Modern World
Computers and Communications
Devices (CD)
1. Describe the unique features of
computers embedded in mobile
devices and vehicles (e.g., cell phones,
automobiles, airplanes).
2. Develop criteria for purchasing or
upgrading computer system hardware.
3. Describe the principal components
of computer organization (e.g., input,
output, processing, and storage).
4. Compare various forms of input and
output.
5. Explain the multiple levels of
hardware and software that support
program execution (e.g., compilers,
interpreters, operating systems,
networks).
6. Apply strategies for identifying and
solving routine hardware and software
problems that occur in everyday life.
7. Compare and contrast client-server
and peer-to-peer network strategies.
8. Explain the basic components of
computer networks (e.g., servers, file
protection, routing, spoolers and
queues, shared
resources, and fault-tolerance).
9. Describe how the Internet facilitates
global communication.
10. Describe the major applications of
artificial intelligence and robotics.
Computer Science
in the Modern
World
Community, Global, and Ethical Impacts
(CI)
1. Compare appropriate and inappropriate
social networking behaviors.
2. Discuss the impact of computing
technology on business and commerce
3. Describe the role that adaptive
technology can play in the lives of people
with special needs.
4. Compare the positive and negative
impacts of technology on culture (e.g.,
social networking, delivery of news and
other public media, and intercultural
communication).
5. Describe strategies for determining
the reliability of information found on
the Internet.
6. Differentiate between information
access and information distribution
rights.
7. Describe how different kinds of
software licenses can be used to share
and protect intellectual property.
8. Discuss the social and economic
implications associated with hacking
and software piracy.
9. Describe different ways in which
software is created and shared and
their benefits and drawbacks
(commercial software, public domain
software, open source development).
10. Describe security and privacy issues
that relate to computer networks.
11. Explain the impact of the digital
divide on access to critical information.
Computer Science Concepts and
Practices
Computational Thinking (CT)
1. Classify problems as tractable, intractable, or computationally unsolvable.
2. Explain the value of heuristic algorithms to approximate solutions for
intractable problems.
3. Critically examine classical algorithms and implement an original algorithm.
4. Evaluate algorithms by their efficiency, correctness, and clarity.
5. Use data analysis to enhance understanding of complex natural and human
systems.
6. Compare and contrast simple data structures and their uses (e.g., arrays and
lists).
7. Discuss the interpretation of binary sequences in a variety of forms (e.g.,
instructions, numbers, text, sound, image).
8. Use models and simulations to help formulate, refine, and test scientific
hypotheses.
9. Analyze data and identify patterns through modeling and simulation.
10. Decompose a problem by defining new functions and classes.
11. Demonstrate concurrency by separating processes into threads and dividing
data into parallel streams.
Computer Science Concepts and
Practices
Collaboration (CL)
1. Use project collaboration tools, version control systems, and
Integrated Development Environments (IDEs) while working on
a collaborative software project.
2. Demonstrate the software life cycle process by participating
on a software project team.
3. Evaluate programs written by others for readability and
usability.
Computer Science Concepts and
Practices
Computing Practice and Programming (CPP)
1. Use advanced tools to create digital artifacts (e.g., web design, animation,
video, multimedia).
2. Use tools of abstraction to decompose a large-scale computational problem
(e.g., procedural abstraction, object-oriented design, functional design).
3. Classify programming languages based on their level and application domain
4. Explore principles of system design in scaling, efficiency, and security.
5. Deploy principles of security by implementing encryption and authentication
strategies.
6. Anticipate future careers and the technologies that will exist.
7. Use data analysis to enhance understanding of complex natural and human
systems.
8. Deploy various data collection techniques for different types of problems.
Computer Science Concepts and
Practices
Computers and Communications Devices (CD)
1. Discuss the impact of modifications on the functionality of
application programs.
2. Identify and describe hardware (e.g., physical layers, logic
gates, chips, components).
3. Identify and select the most appropriate file format based on
trade-offs (e.g., accuracy, speed, ease of manipulation).
4. Describe the issues that impact network functionality (e.g.,
latency, bandwidth, firewalls, server capability).
5. Explain the notion of intelligent behavior through computer
modeling and robotics.
Computer Science Concepts and
Practices
Community, Global, and Ethical Impacts (CI)
1. Demonstrate ethical use of modern communication media and devices.
2. Analyze the beneficial and harmful effects of computing innovations.
3. Summarize how financial markets, transactions, and predictions have been
transformed by automation.
4. Summarize how computation has revolutionized the way people build real
and virtual organizations and infrastructures.
5. Identify laws and regulations that impact the development and use of
software.
6. Analyze the impact of government regulation on privacy and security.
7. Differentiate among open source, freeware, and proprietary software
licenses and their applicability to different types of software.
8. Relate issues of equity, access, and power to the distribution of computing
resources in a global society.
CSTA topics covered by NETS-CSE
Strand
CSTA Topics
Covered by NETS-CSE
CT
22
13 = 59% (5-A, 5-B, 3-C)
CL
CPP
7
20
0 = 0%
6 = 30% (2-A, 3-B, 1-D)
CD
CI
Total
15
19
83
8 = 53% (1-A, 7-C)
14 = 74% (14-D)
41 = 49%
CSTA topics covered by NETS-CSE
• Computer Science concepts left out of the
NETS-CSE.
– Theoretical computer science, artificial intelligence,
security, parallel processing, and the use of
predefined functions and classes
– no mention in the NETS-CSE and arise in 18 of the
83 topics in the CSTA recommendation.
• CSTA provides a complete covering of NETS-CSE
– NETS-CSE is a subset of CSTA K-12
Common Core Mathematics
• CCM for high school is divided into the six categories:
subdivide into 22 content units with between 1 and 4
subcategories each, for a total 55 topics.
– Number and Quantity overview, (4 units, 9 topics)
– Algebra Overview, (4 units, 11 topics)
– Functions overview, (4 units, 10 topics)
– Modeling, (1)
– Geometry overview, (6 units, 15 topics)
– Statistics and Probability overview, (4 units, 9
topics)
Common Core Mathematics Topics
Number and Quantity overview
1. The Real Number System
• extend the properties of exponents to rational exponents
• Use properties of rational and irrational numbers.
2. Quantities
• reason quantitatively and use units to solve problems
3. The Complex Number System
• Perform arithmetic operations with complex numbers
• represent complex numbers and their operations on the complex plane
• Use complex numbers in polynomial identities and equations
4. Vector and Matrix Quantities
• represent and model with vector quantities.
• Perform operations on vectors.
• Perform operations on matrices and use matrices in applications.
Common Core Mathematics Topics
Algebra Overview
1. Seeing Structure in Expressions
• Interpret the structure of expressions
• Write expressions in equivalent forms to solve problems
2. Arithmetic with Polynomials and Rational Expressions
• Perform arithmetic operations on polynomials
• Understand the relationship between zeros and factors of polynomials
• Use polynomial identities to solve problems
• rewrite rational expressions
3. Creating Equations
• Create equations that describe numbers or relationships
4. Reasoning with Equations and Inequalities
• Understand solving equations as a process of reasoning and explain the reasoning
• Solve equations and inequalities in one variable
• Solve systems of equations
• represent and solve equations and inequalities graphically
Common Core Mathematics Topics
Functions Overview
1. Interpreting Functions
• Understand the concept of a function and use function notation
• Interpret functions that arise in applications in terms of the context
• analyze functions using different representations
2. Building Functions
• Build a function that models a relationship between two quantities
• Build new functions from existing functions
3. Linear, Quadratic, and Exponential Models
• Construct and compare linear, quadratic, and exponential models and solve
problems
• Interpret expressions for functions in terms of the situation they model
4. Trigonometric Functions
• extend the domain of trigonometric functions using the unit circle
• model periodic phenomena with trigonometric functions
• Prove and apply trigonometric identities
Common Core Mathematics Topics
Modeling
Modeling links classroom mathematics and statistics to everyday
life, work, and decision-making. Modeling is the process of
choosing and using appropriate mathematics and statistics to
analyze empirical situations, to understand them better, and to
improve decisions. Quantities and their relationships in physical,
economic, public policy, social, and everyday intuitions can be
modeled using mathematical and statistical methods. When
making mathematical models, technology is valuable for varying
assumptions, exploring consequences, and comparing predictions
with data.
Common Core
Mathematics
Topics
Geometry overview
1. Congruence
• experiment with transformations in
the plane
• Understand congruence in terms of
rigid motions
• Prove geometric theorems
• make geometric constructions
2. Similarity, Right Triangles, and Trig.
• Understand similarity in terms of
similarity transformations
• Prove theorems involving similarity
• define trigonometric ratios and solve
problems involving right triangles
• apply trigonometry to general
triangles
3. Circles
• Understand and apply theorems about
circles
• find arc lengths and areas of sectors of
circles
4. Expressing Geometric Properties with
Equations
• translate between the geometric
description and the equation for a conics
• Use coordinates to prove simple
geometric theorems algebraically
5. Geometric Measurement and
Dimension
• explain volume formulas and use them to
solve problems
• Visualize relationships between two
dimensional and three-dimensional objects
6. Modeling with Geometry
• apply geometric concepts in modeling
Common Core Mathematics Topics
Statistics and Probability overview
1. Interpreting Categorical and
Quantitative Data
• Summarize, represent, and interpret data
on a single count or measurement variable
• Summarize, represent, and interpret data
on two categorical and quantitative
variables
• Interpret linear models
2. Making Inferences and Justifying
Conclusions
• Understand and evaluate random
processes underlying statistical
experiments
• make inferences and justify conclusions
from sample surveys, experiments and
observational studies
3. Conditional Probability and the
Rules of Probability
• Understand independence and
conditional probability and use
them to interpret data
• Use the rules of probability to
compute probabilities of compound
events in a uniform probability
model
4. Using Probability to Make
Decisions
• Calculate expected values and use
them to solve problems
• Use probability to evaluate
outcomes of decisions
CSTA topics covered by CCM
Strand
CSTA Topics
Covered by CMM Complementary
CT
22
4 = 18%
3 = 14%
CL
7
0 = 0%
0 = 0%
CPP
20
2 = 10%
2 = 10%
CD
15
0 = 0%
0 = 0%
CI
19
0 = 0%
0 = 0%
Total
83
6 = 7%
5 = 6%
CSTA topics covered by CCM
• 5 of the 6 topics are covered by the CCM Modeling
category and 1 by the Statistics and Probability
category.
– Topics in CSTA that we have equated to the CCM Modeling
either directly use the phrase simulation and modeling or
refer to the application of computer science tools.
• 5 topics categorized as complementary,
– They require a mathematical topic as a prerequisite and
enhance understanding of the mathematical topic.
• CSTA K-12 standards are complimentary to the CCM
standards.
– Little redundancy, and not mutually exclusive.
– both have the modeling of real world problems in
common.
CCM and NETS-CSE
• CCM consists of a 6 categories and NETS-CSE
has 4 areas with a total of 16 topics. Only one
of the NETS-CSE topics, “Effectively use
modeling and simulation to solve real world
problems,” is covered by the CMM modeling
category
Hoopla Project
• Form small groups (4-6 participants per group)
• Using index cards containing the CSTA
standards, align the cards with the Common
Core Math Standards to identify where the
connections or overlaps exist Computer
Science in the Modern World.
Results
• What overlaps were discovered?
• Where are the disconnects between the two
sets of standards?
Conclusions: What will they know?
• The new Common Core which may become the
standard for ALL states does not view Computer
Science as necessary
• Standards provided by ISTE and CSTA do not
agree
– ISTE expects teachers to know about half of what
CSTA expects their students know.
• Common Core Mathematics and CSTA appear to
compliment each other
– Both agree on Modeling used to apply topics in
empirical situations.
• [1] ACM K-12 Task Force Curriculum Committee. A Model Curriculum for
K-12 Computer Science. 2003, ACM, New York.
http://csta.acm.org/Curriculum/sub/ACMK12CSModel.html , retrieved
10/12.
• [2] ACM K-12 Task Force Curriculum Committee. A Model Curriculum for
K-12 Computer Science. 2011, ACM, New York.
http://www.csta.acm.org/Curriculum/sub/CurrFiles/CSTA_K-12_CSS.pdf,
retrieved 10/12.
• [3] Common Core Standards Initiative. http://www.corestandards.org/,
retrieved 10/12
• [4] International Society for Technology in Education, National Educational
Technology Standards for Computer Science Educators,
http://www.iste.org/docs/pdfs/nets-cse.pdf?sfvrsn=2, retrieved 11/12.
• [5] National Governors Association Center for Best Practices, Council of
Chief State School Officers. Common Core State Standards (Mathematics).
2010, National Governors Association Center for Best Practices, Council of
Chief State School Officers, Washington D.C.
• [6] Running on Empty, http://www.acm.org/runningonempty, retrieved
11/12.
• [7] Stephenson, C. , Wilson, C. , Reforming K-12 computer science
education… what will your story be?. ACM Inroads 3, 2, 43-46, 2012.