Milwaukee Mathematics Partnership Then … 2003 And Now … 2008. DeAnn Huinker, UW-Milwaukee MMP Principal Investigator 26 August 2008.
DeAnn Huinker, UW-Milwaukee
MMP Principal Investigator
26 August 2008
This material is based upon work supported by the National Science Foundation under Grant No. 0314898. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation (NSF).
Teacher Learning Continuum
Student Learning Continuum
Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership.
No district math framework
No learning targets
No State Assessment Framework or descriptors
No district CABS (classroom assessments)
No Benchmark Assessments or Readiness Exam
No math curriculum guides
No common high school syllabi
Many textbook programs across the district
CABS & Benchmarks
Curriculum Guides, K-10
HS course syllabi
MMP Annual Survey, Spring 2008
Consistency in math instruction—what & how
Aligning curriculum to learning targets
Using CABS and student work to inform practice
Studying WKCE/benchmarkdataonstudent progress
Engagement in talking with other teachers about the teaching and learning mathematics
Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities.
No Math Teacher Leaders !!
No assessment pilot, textbook implementation, transition, or benchmark leaders…!!
No Math Teaching Specialists!!!
No formal UWM “math” partnership!!!!
Learning Teams not focused on mathematics.
Focus on the“Continuum” of Work for Mathematics
60 Gr 8-9
Math Teacher Leader
Funding for Math Action Plans
Other Key Teachers
IHE Faculty Mathematics & Math Education
Mathematics Leadership (MCS, MTS)
Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning.
No MTL meetings
No Assessment Pilots or Transition meetings
No Math Actions Plans or Mini-Grants
No UWM-MMP courses
No high school labs or rigor sessions
Monthly MTL meetings, school-based professional math learning, UWM courses, high school labs, and more …
Focused on learning …. mathematics content, leadership skills, instructional strategies, formative assessment, descriptive feedback, networking, and much more …
Years 1 & 2 Content Focus: Number & Operations
5 + 7 = + 8
Year 3 Content Focus: Algebraic Reasoning
Year 4 Content Focus: Measurement & Geometry
Nine teachers reported their years of experience as follows: 7, 5, 5, 4, 6, 8, 7, 6, 6Arrange cubes to represent this data set.What is the median? What is the mean?
Rearrange the cubes to represent another sample of 9 teachers that had the same median years of experience, but a different mean of fewer yearsthe mean?
Year 5 Content Focus: Statistics & Probability
Significant increases for MTLs on Mathematical Knowledge for Teaching assessments!!!
Over 2000 enrollments in 79 sections of UWM-MMP courses in 5 years (~ $700,000 tuition waived)
About 65,000 hours of math PD for 2800 teachers in each of three years; mean of 20 hours per teacher.
Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics.
Are student achievement gains in mathematics greater in schools that have more fully embraced MMP principles?
School Math Focus versus WKCE Proficiency Fall 2007
School Math Focus versus 3-Year WKCE Percentage Point Increase
Percentage Point Change
Build the capacity of schools for continuous improvement toward student success with challenging mathematics.