Could/Should CS be Counted for a Math Credit?

Wisconsin Mathematics Council Annual ConferenceGreen Lake, WI

Friday, May 2, 2014

Joe Kmochjoe@jkmoch.com

WI State LawPassed in November, 2013

• Took DPI and CSTA-WI Dairyland by surprise

• Andy Kuemmel testified in November• Statement of law (Act 63)• The school board shall award a pupil up to one

mathematics credit for successfully completing in the high school grades a course in computer sciences that the department has determined qualifies as computer sciences according to criteria established by the department.

•

Meaning of the LawIntent of the Law

DPI called a meeting for December, 2013, before the law was passed; this new law became a focus for the meeting.

Also discussed: CS 405 licensure

Meaning of the LawIntent of the Law

Result: DPI will lead discussions to• Create standards for CS in K-12• Define what a CS Course would look like

in order to be counted for math credit

Meaning of the LawIntent of the Law

Regarding licensure:

DPI was asked to consider• Offering a test as part of a new licensing

procedure• Allowing a portfolio to replace most

coursework for currently certified teachers• Continuing to require a CS Methods

course and Classroom observation

Your TurnQuestions to work on by yourself for 3 minutes

1. What do you think needs to be included in a CS course so that it would count for a math credit

2. If you teach a CS course which should be allowed to earn math credit, please identify the math concepts included

After about 3 minutes, please share with 2-3 others and then we’ll talk as a group.

What is CS?

From the CSTA K-12 Computer Science Standards, Rev 2011, pp 6-7

“Computer science (CS) is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society.”

CS as Math Claims• A CS Course could replace algebra (symbols,

formulas) • A CS course could replace geometry (proof)• Math Courses inject CS into a “traditional”

algebra course – is it now also CS?• This is more like ed tech unless specific CS

concepts are identified

Common Core Stds in Math

• CS is mentioned in the appendix statement• Math ed concerns: covering CCSSM takes 3

years of math through college algebra• Unlikely that CS can replace mathematics

courses • Even if CCSSM is removed as a standard,

the talk has been to increase rigor thus these standard become a “lower bound”

Computational Thinking (CT)

• Critical Thinking + Computing Power = Making Decisions or Innovating Solutions

• Based on 9 CS Concepts and their application to most subject domains

CT – 9 Core CS Concepts

• Data Collection• Data Analysis• Data Representation• Problem Decomposition• Abstraction• Algorithms• Automation• Simulation• Parallelization

CT – 5 Core Dispositions• Confidence in dealing with complexity• Persistence in working with difficult problems• Tolerance for ambiguity• The ability the deal with open ended problems• The ability to communicate and work with others

to achieve a common goal or solution

#nafnext

Comparing CT Core Dispositions and CCSS Standards for Mathematical Practice

CCSS Standards for Math Practice Computational Thinking core dispositions

1. Make sense of problems and persevere in solving them

Confidence with complexityPersistence in working through problems

2. Reason abstractly and quantitatively Ability to deal with open ended problems

3. Construct viable arguments and critique the reasoning of others

Ability to communicate and collaborate to achieve a common goal

4. Model with mathematics Tolerance for ambiguity

5. Use appropriate tools strategically Ability to communicate and collaborate to achieve a common goal

6. Attend to precision Persistence in working through problems

7. Look for and make use of structure Ability to deal with open-ended problems

8. Look for and express regularity in repeated reasoning

Ability to deal with open-ended problems

<http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/>

#nafnext

Comparing CT Core Concepts and CCSS Standards for Mathematical Practice

CCSS Standards for Math Practice Computational Thinking core concepts

1. Make sense of problems and persevere in solving them

Data collection, analysis, representationProblem Decomposition/Analysis

2. Reason abstractly and quantitatively Abstraction

3. Construct viable arguments and critique the reasoning of others

Algorithms and Procedures

4. Model with mathematics Modeling & Simulation

5. Use appropriate tools strategically Automation

6. Attend to precision Data collection, analysis, representation

7. Look for and make use of structure ParallelizationAlgorithms & Procedures

8. Look for and express regularity in repeated reasoning

Algorithms & Procedures

<http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/>

#nafnext

CCSS: Standards for Mathematical Content

High School: Modeling

Modeling StandardsModeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ( ).★<http://www.corestandards.org/the-standards/mathematics/high-school-modeling/introduction/

>

CSTA Crosswalks• Between CS Standards and CCSSM• Places where there is reasonable parallelism

• Computational Thinking Strand (one of 5 major strands)

• Computing Practice and Programming Strand• A few in Computers and Communication Devices and

Community Impacts

http://csta.acm.org CSTA K-12 StandardsScroll to “Linking CSTA Standards…”

Best GuessesThere are three national CS curricula

Good chance of counting as Math:• APCS-A• APCS Principles (starting 2016-2017)

Probably won’t count• Exploring Computer Science (9th and 10th gr)

Best GuessesOther courses –• probably won’t count as math unless DPI

creates and publishes a standard which allows you to create such a course

• would need a syllabus of the quality of depth and specificity as APCS A or Principles

Licensing

• We are one of only 2 states in US that require CS certification (WI-405) to teach any CS course (the other is Arizona)

• CS course is defined as having 25% or more programming content

• Currently required for APCS-A, Principles which includes PLTW-CSE course

• Exploring CS does not require 405

Licensing

• Requirements for licensing are old (date from 1986) and are based on the original APCS course (equivalent to APCS-AB)

• Two or three programs in the state; most require a minor in CS + CS Methods course + Teaching Observations

• Almost impossible to get and can be very costly

“Fixing” the Licensing Problem

• Things we don’t want• make licensing trivial to get• cs teachers who don’t know the material• don’t want watered down CS

“Fixing” the Licensing Problem

• Alternative paths to certification• Portfolio• Test (ala ETS test developed for Texas)• (Real) methods course and observations

• 405 is currently an endorsement• Create two licensing levels – one through APCS Principles, other for APCS-A Java?

“Fixing” the Licensing Problem

• Other thoughts• 405 is currently an endorsement; should it be stand-alone?

• Create two licensing levels – one through APCS Principles, other for APCS-A Java?

• Modify Business Ed License to teach all other IT (website and interactive media, networking, database, support)

Discussion?

This presentation will be available at

http://expandingcswisconsin.pbworks.com