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DeAnn Huinker, Mathematics Education Kevin McLeod, Mathematics University of Wisconsin-MilwaukeePowerPoint Presentation

DeAnn Huinker, Mathematics Education Kevin McLeod, Mathematics University of Wisconsin-Milwaukee

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Collaboration for Mathematical Preparation and Development at the University of Wisconsin-Milwaukee.

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### Collaboration for Mathematical Preparation and Development at the University of Wisconsin-Milwaukee

Collaboration of the UWM TNE group and the Milwaukee Mathematics Partnership on developing or revising content courses for pre-service teachers, courses for in-service teachers, and support structures for Mathematics Teacher Leaders

DeAnn Huinker, Mathematics Education

Kevin McLeod, Mathematics

University of Wisconsin-Milwaukee

Teachers for a New Era Mathematics Conference

Michigan State University

November 8-9, 2007

Based upon work supported by the National Science Foundation Grant No. EHR-0314898.

Milwaukee Mathematics Partnership (MMP)

- NSF-funded Math and Science Partnership (MSP) grant
- $20 million over 5 years
- Currently in Year 5

MMP Core Partners

- University of Wisconsin-Milwaukee (UWM)
- Milwaukee Public Schools (MPS)
- Milwaukee Area Technical College (MATC)

Milwaukee Public Schools

- 93,000 students in 218 schools
- Largest school district in Wisconsin
- 27th largest district in the nation
- Nearly 6200 teachers
- 87% minority student population: 58% African American, 20% Hispanic, 13% White, 5% Asian, 1% Native American
- 75% receive free or reduced lunch
- Student achievement is well below state averages; gaps persist for all subgroups
(Source: 2005-2006 MPS Report Card)

MMP Project Goals

- Comprehensive mathematics framework
- Distributed leadership
- Teacher learning continuum
- Student learning continuum

Goal 1: Comprehensive Mathematics Framework

Implement and utilize the comprehensive mathematics framework to lead a collective vision of deep learning and quality teaching of mathematics across the Milwaukee Partnership

Goal 3: Teacher Learning Continuum

Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to deeply understand mathematics and use that knowledge to improve student achievement

UW-Milwaukee Teacher Programs

- Early Childhood (ECE, Birth-age 8)
- Middle Childhood through Early Adolescence (MCEA, grades 1-8)
- Early Adolescence through Adolescence (EAA, grades 6-12)

MCEA Program Structure

Required of all MCEA students:

2 content area minors, 18 credits each

Option A:

- Mathematics or Natural Sciences
Option B:

- Social Studies or English/Language Arts or Bilingual/ESL/World Languages

Mathematics Design Teams

- Implement recommendations of The Mathematical Education of Teachers.
- Develop mathematical knowledge needed for teaching.
- Mathematics content tied to classroom practice.

MET Report Recommendations

- Prospective teachers need mathematics courses that develop a deep understanding of the mathematics that they teach.
- The mathematical education of teachers should be seen as a partnership between mathematics faculty and mathematics education faculty.
- There needs to be more collaboration between mathematics faculty and school mathematics teachers.

Teacher Education as Responsibility of the University and School District

- Curriculum Design Teams
- Mathematics Faculty
- Mathematics Educators
- Teachers-in-Residence

- Create, revise, pilot, and monitor mathematics courses for teachers

Design Team Philosophy School Districtfor Pre-service Courses

- Mathematics faculty provide rigorous mathematics content.
- Mathematics education faculty focus on mathematical knowledge for teaching.
- Classroom teachers (Teacher-in-residence) make connections to classroom practice in urban settings.

Teachers-in-Residence School District

- Experienced teachers from the Milwaukee Public Schools.
- On special assignment at the university.
- Link academic teacher preparation and urban classroom practice.
- Align teacher preparation and K-12 reform initiatives.

Knowing mathematics for teaching includes knowing and being able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? prepared for the Secretary’s Summit on Mathematics, U.S. Department of Education, February 6, 2003; Washington, D.C. Available at http://www.ed.gov/inits/mathscience. (p. 2)

MET Report Recommendations able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

Prospective middle grades teachers of mathematics should be required to take at least 21 semester hours of mathematics, that includes at least 12 semester hours on fundamental ideas of school mathematics appropriate for middle grades teachers.

CBMS. (2001). The Mathematical Education of Teachers.

MCEA (Grades 1-8) Sequence able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Mathematical Explorations for Elementary Teachers, I & II (6 cr)
- Mathematics or Science Minor (18 cr)
- Praxis I (required for SOE admission)
- Teaching of Mathematics: Elementary and Middle Grades (6 cr)
- Praxis II (required for student teaching)
- Portfolio (required for graduation)

Mathematics Focus Area Minor Courses able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.for MCEA Majors

- Problem Solving
- Geometry
- Discrete Probability and Statistics
- Algebraic Structures
- Calculus experience
- Elective

Problem Solving & Critical Thinking able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Reflect on Process of problem-solving
- Emphasis:
- mathematical discourse and classroom as a learning community
- understanding and engaging with mathematics
- extensions of solved problems

- Construct problem-solving strategies

Geometry able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Geometry as a measuring tool
- Spherical Geometry
- Geometry as a logical system
- Rigid Motions

Discrete Probability & Statistics able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Experimental likelihoods
- Simple probability models
- Conditional probability
- Expected value
- Complex probability models

Algebraic Structures able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Elementary logic
- Set Theory
- Functions
- Operations
- Algebraic Structures
- Number Theory

School-based able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.Learning Team

Math Teacher Leader

Literacy Coach

Principal

Other Key Teachers

Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics.

Learning Team able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

Math Teacher Leader

Principal

Other Key Teachers

LiteracyCoach

IHE Faculty Mathematics & MathEducation

District

Mathematics

Leadership

Math Teacher Leader Seminars able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

Monthly seminar strands:

- Mathematics content knowledge.
- Leadership and coaching skills.
- District alignment—math framework, learning targets, state standards and test descriptors, common classroom assessments.

Math Teacher Leader able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

- Maintains classroom responsibilities.
- Focuses the school on mathematics through the Learning Team.
- Brings best practices in math to school.
- Supports school-based professional learning.
- Links school to district leadership and IHE expertise.

Teaching requires justifying, explaining, analyzing errors, generalizing, and defining. It requires knowing ideas and procedures in detail, and knowing them well enough to represent and explain them skillfully in more than one way. This is mathematics. The failure to appreciate that this is substantial mathematical work does teachers – and the improvement of teaching – a disservice.

Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? prepared for the Secretary’s Summit on Mathematics, U.S. Department of Education, February 6, 2003; Washington, D.C. Available at http://www.ed.gov/inits/mathscience. (p. 8)

Results for Changes in Mathematical Knowledge for Teaching (MKT): Geometry

Instrument Source: The University of Michigan, Learning Mathematics for Teaching (LMT) Project.

MMP website (MKT): Geometry

- www.mmp.uwm.edu
DeAnn Huinker

- [email protected]
Kevin McLeod

- [email protected]

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