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Example of the work of m athematicians in math education policy Salomé Martínez

Example of the work of m athematicians in math education policy Salomé Martínez Departamento de Ingeniería Matemática Centro de Modelamiento Matemático Universidad de Chile. Standards for pre- service teacher training.

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Example of the work of m athematicians in math education policy Salomé Martínez

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  1. Example of thework of mathematicians in matheducationpolicy Salomé Martínez Departamento de Ingeniería Matemática Centro de Modelamiento Matemático Universidad de Chile

  2. Standardsfor pre-serviceteacher training • During 2009-2011 theStandardsforpreserviceelementary and highschoolteachers (math) weredevelopedby a team lead by Patricio Felmerfromthe Center forMathematicalModeling. • Thesestandards are officialguidelines of theMinistry of Education. Notmandatory. • INICIA DiagnosticEvaluationisalignedwiththestandards. • Thesestandardsfollow a previousinitiative done in thecontext of a FondefprojectwhereStandardsforScience and Mathfor pre-servicehighschoolteachersweredeveloped (2005-2007). • Theteambehindthestandardshave a compromisewiththem. I willprovideexamples. • Thestandards are part of severalmeasuresthathaveimpactedthepreparation of teachers.

  3. Context Therehavebeenseveralinitiatives to improveinitialteacher training •  INICIA PROGRAM • Developmentof standardsforinitialteacherpreparation • INICIA DiagnosticEvaluation. • Beca Vocación de Profesor: • A fellowship to attractbetterstudents to theteachingprofession (since 2010). To obtainthefellowshipthe PSU score must be greaterorequalthan 600. • Aninstitutioniseligible to receivestudentswithfellowshipifitagrees to acceptstudentsonlywith more than 500 points in PSU (nationaladmission test).  • Convenios de Desempeño en Formación de Profesores, Mineducgranttofinanceuniversitiesthat prepare teachers (through a 3 yeargrant). Thegoalis to promotesignificantstrategicalchanges (7 institutions 2012+4 institutions 2013).

  4. Standards • Thestandardsweredevelopedby a large and diverseteam of mathematicians and matheducators, fromdifferentinstitutions(about 15 and halfmath and mathed). • Theteamsforthestandardsforelementaryteachers and highschoolmathteachersweredifferent, butseveralmathematiciansparticipated in both. • In eachprocessweconsidered a largeconsultingteam. To accountfordiversity. • Theworkwascollaborative and very open. • Thediscussions and agreementdemanded a lot of work. • Thestandardsdevelopmentrequirepersistence, regardingdifferentissues: collaborativework, political… • A keyproduct of thestandardswasthe open collaborationbetweenmath and matheducators. To knoweachotheriskey to develop trust, whichwasveryimportant to develop new projects. • Fromthebegginingwewantedthestandards to be alive, not a lawwritten in stone.Thestandards are theproduct of a certainmoment and alsocapacities. Ourviews, needs, sensitivitiesevolve. Thestandardshave to be modifiedas a byproduct of its use.

  5. Standardsforelementaryschoolteachers • Thestandardspresented in thisreportfocusontheknowledge, skillsthatprimary (high) schoolteachersshouldhave at theend of thepreservice training in order to teach 1st-6th (7th-12th) grade in theChileanschoolsystem. • Theapproachusedsought to avoidtheharmfulseparation of contentfrompedagogy. • Severalconsultations and evaluations: • Permanentconsutingteam • Ministry of Education • Council of Deans of Faculties of Education • Experts (math and education) • International experts: NationalInstitute of Education (Singapore), Michigan StateUniversity. • Teachers and preserviceteachers • Educationalfoundations

  6. Structure of thestandardsfor pre-service Strands • Numbers • Geometry and measurement • Algebra • Data and Chance Dimensions • Knowingthecontenttoteach • Knowinghowtoteachthecontent

  7. Examples

  8. Examples

  9. Implementation • I thinkitisveryimportantthatwefacilitatetheimplementation of thematheducationpolicywe are involved. • Thisisveryimportant and itisusuallyverydemanding, particularlybecauseitinvolvesmanyinstitutions and realities. • Importantexample: CommonCore – Engage NY • In our case, wegotinvolvedwithdifferentinitiatives: • Development of the INICIA DiagnosticEvaluation (designedaccording to standards) • Evaluation of Convenios de Desempeño en Formación Inicial Docente • Followtheimplementation of Convenios de Desempeño • Production of resourcesthathelpadoptthestandards. • Workwithteachereducators • Present and explainthestandards…

  10. Changes Enrollment (Preservice) (1st year) ElementarySchool High School (Math)

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