Loading in 5 sec....

Center for Research on Mathematics and Science Teacher DevelopmentPowerPoint Presentation

Center for Research on Mathematics and Science Teacher Development

Download Presentation

Center for Research on Mathematics and Science Teacher Development

Loading in 2 Seconds...

- 182 Views
- Uploaded on
- Presentation posted in: General

Center for Research on Mathematics and Science Teacher Development

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Center for Research on Mathematics and Science Teacher Development

William S. Bush

Director and Professor of Mathematics Education

University of Louisville

University of Georgia Mathematics Education Colloquium Series

March 27, 2008

- Established in 2002
- Housed in the College of Education and Human Development
- Center Members
- Mathematics and science educators
- Mathematicians and scientists
- Research methodologists
- K-12 administrators and teachers

- Conduct research on the development of mathematics and science teachers from the beginning of their preparation program to the end of their career
- Build exemplary models of teacher recruitment, teacher education programs and professional development experiences based on this research
- Build nationally competitive doctoral programs in mathematics and science education

- Over $16 million in extramural funding
- 14 funded projects
- Collaborators
-- University of Kentucky, University of Tennessee, Ohio University, Marshall University, Northern Kentucky University, Western Kentucky University, Morehead State University

-- Jefferson County Public Schools (Louisville), Ohio Valley Education Cooperative

-- Collaborative for Teaching and Learning

-- Kentucky Department of Education

--Collaborative for Teaching and Learning

- Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
- Louisville Area Science and Mathematics Alliance for Recruitment and Teacher Education (LA-SMARTER)
- Urban University Partnership for Mathematics in Mathematics and Science Teaching (U2PMAST)
- The Mathematics Preparation of Kentucky’s Middle School Teachers

- NSF Center for Learning and Teaching--5 years starting September 2001
- University of Tennessee, University of Kentucky, Ohio University, Marshall University, University of Louisville
- Mission: Cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places
- Collaborative doctoral program in math education
- Regional leadership institutes
- Research blending mathematics and rural education (newsletter)

- Redesign and deliver mathematics and science courses for teachers (teams)
- Establish mathematics/science professional development teams in schools
- Offer alternative certification options in mathematics and science
- Actively recruit mathematics and science teachers

- Mathematics assessments for middle school teachers
--Number/Computation

--Geometry/Measurement

--Probability/Statistics

--Algebraic Ideas

- Mathematics assessments for elementary teachers
--Whole Number/Computation

--Rational Number/Computation

--Geometry/Measurement

--Probability/Statistics/Algebra

- Science assessments for middle school teachers
--Life Science

--Physical Science

--Earth/Space Science

- Purpose—Compare mathematics preparation of middle school teachers across Kentucky
- Data—Course examinations of all mathematics courses required of preservice middle school mathematics majors in six of Kentucky’s state universities
- Analysis—Describe the mathematics content and depth on knowledge of each examination item or task
- Findings—(1) required courses differed across universities
(2) focus on high priority content differed across courses

- Improving Algebra Teaching in Middle Schools
- Formative Assessments in Middle Mathematics
- Kentucky Algebra I and Geometry End-of-Course Assessments

- Purpose: Improve (1) teacher algebra knowledge; (2) teacher instruction in algebra; (3) teacher beliefs and attitudes; and (4) student achievement in algebra.
- Partners—CRMSTD, Carnegie Learning with Cognitive Tutor, Bridge to Algebra, and Algebra I, and SREB on-line Number and Algebra for Teachers course
- Students—KY Gear Up KY 2 students
- Professional Development—(1) workshops conducted by Carnegie Learning; (2) course offered by Mike Mays of WVU; (3) regular meetings of participating teachers
- Research—Quasi-experimental design with control teachers teaching similar courses in same school or district

- Purpose: Determine the effects of professional development on using formative assessment on teachers’ knowledge of, beliefs about, and attitudes toward mathematics and on student achievement
- Participants: 25 teachers in the 16-district Ohio Valley Educational Cooperative and their students
- Professional Development: (1) five-day summer workshop; (2) small group meetings—analyze student work, share ideas, review videotapes; and (3) large group meetings—share ideas, teach lessons, share ideas
- Research—Quasi-experimental design with control teachers teaching similar courses in same school or district

- Purpose: Ensure that (1) all Kentucky students complete rigorous high school mathematics courses and (2) mathematics courses across Kentucky high schools are consistent
- Two teams of 12 mathematicians, mathematics educators, and K-12 teachers and administrators
- Teams developed assessment blueprints defining algebra and geometry content and depth of knowledge
- Teams currently developing items
- Assessments will be piloted and revised in May/June 2008

- Predictive Algebra and Number Tests for Teachers Project (PANTT)
--enhance the validity of existing teacher assessments to collect

evidence for predicting effective teaching in middle school

- Geometry Assessments for Secondary Teachers (GAST)
-- develop a knowledge framework describing secondary

mathematics teachers’ knowledge of geometry

-- design assessments that collect validity evidence for predicting

effective geometry teaching and improving student achievement

in geometry.

- Legislation
--House Bill 93 (Establish primary mathematics intervention

programs, mathematics teacher coaching programs, Committee

on Mathematics Achievement , Kentucky Center for Mathematics)

--Senate Bill 1 (Eliminate current state assessment system and

use norm-referenced assessments and ACT as state assessment)

- Testimony
-- House and Senate Education Committees

-- Education Assessment, and Accountability Research

Subcommittee

-- State Board of Education

William S. Bush

bill.bush@louisville.edu