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collaboration for mathematical preparation and development at the university of wisconsin milwaukee

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
Milwaukee Mathematics Partnership (MMP)
  • NSF-funded Math and Science Partnership (MSP) grant
  • $20 million over 5 years
  • Currently in Year 5
mmp core partners
MMP Core Partners
  • University of Wisconsin-Milwaukee (UWM)
  • Milwaukee Public Schools (MPS)
  • Milwaukee Area Technical College (MATC)
milwaukee public schools
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
MMP Project Goals
  • Comprehensive mathematics framework
  • Distributed leadership
  • Teacher learning continuum
  • Student learning continuum
goal 1 comprehensive mathematics framework
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
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
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
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
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
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
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 for pre service courses
Design Team Philosophy for 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
Teachers-in-Residence
  • 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.
slide16
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 recommendations1
MET Report Recommendations

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
MCEA (Grades 1-8) Sequence
  • 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 for mcea majors
Mathematics Focus Area Minor Coursesfor MCEA Majors
  • Problem Solving
  • Geometry
  • Discrete Probability and Statistics
  • Algebraic Structures
  • Calculus experience
  • Elective
problem solving critical thinking
Problem Solving & Critical Thinking
  • 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
Geometry
  • Geometry as a measuring tool
  • Spherical Geometry
  • Geometry as a logical system
  • Rigid Motions
discrete probability statistics
Discrete Probability & Statistics
  • Experimental likelihoods
  • Simple probability models
  • Conditional probability
  • Expected value
  • Complex probability models
algebraic structures
Algebraic Structures
  • Elementary logic
  • Set Theory
  • Functions
  • Operations
  • Algebraic Structures
  • Number Theory
slide24
School-basedLearning Team

Math Teacher Leader

Literacy Coach

Principal

Other Key Teachers

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

slide25
Learning Team

Math Teacher Leader

Principal

Other Key Teachers

LiteracyCoach

IHE Faculty Mathematics & MathEducation

District

Mathematics

Leadership

math teacher leader seminars
Math Teacher Leader Seminars

Monthly seminar strands:

  • Mathematics content knowledge.
  • Leadership and coaching skills.
  • District alignment—math framework, learning targets, state standards and test descriptors, common classroom assessments.
slide27
Math Teacher Leader
  • 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.
slide28
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
Results for Changes in Mathematical Knowledge for Teaching (MKT): Geometry

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

slide30
MMP website
  • www.mmp.uwm.edu

DeAnn Huinker

Kevin McLeod

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