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What are the Most Important Things We Can Do to Improve Teacher Education?. Joan Ferrini-Mundy National Science Foundation Michigan State University. CBMS Forum on the Content and Assessment of School Mathematics Reston, VA, October 6, 2009. policies. practice. research.

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what are the most important things we can do to improve teacher education

What are the Most Important Things We Can Do to Improve Teacher Education?

Joan Ferrini-Mundy

National Science Foundation

Michigan State University

CBMS Forum on the Content and Assessment of School Mathematics

Reston, VA, October 6, 2009

slide2

policies

practice

research

key policy leverage points
Key Policy Leverage Points:
  • State approval/accreditation requirements for teacher education programs
  • State-level teacher assessments
  • State and district requirements for ongoing teacher professional development

CBMS Forum

key practice leverage points
Key Practice Leverage Points:
  • Integration of mathematics, pedagogy, and clinical experiences
  • Development of innovative models for professional development for mathematics teachers
  • Creation of materials and resources for teacher learning

CBMS Forum

key research leverage points
Key Research Leverage Points:
  • Continued attention to pedagogical content knowledge, profound understanding of fundamental mathematics, mathematical knowledge for teaching (Shulman, Ma, Ball, Bass, Hill, et al.
  • Illumination of the connections between teachers’ knowledge and skills to students’ learning of mathematics
  • Examination of how teachers use resources (e.g., common core state standards, or the web)

CBMS Forum

coherence of curriculum
Coherence of curriculum:
  • Depth and connections (Beckmann)
  • Ratio (Dossey)
  • Logical structure of discipline (Schmidt)
  • Meaning and sense-making (Martin)

What would coherence mean in the teacher education context?

CBMS Forum

from adding it up helping children learn mathematics kilpatrick swafford findell nrc 2001
From Adding It Up: Helping Children Learn MathematicsKilpatrick, Swafford, & Findell, NRC, 2001

“In the context of teaching, proficiency requires:

CBMS Forum

slide10
conceptual understanding of the core knowledge required in the practice of teaching
  • fluency in carrying out basic instructional routines
  • strategic competence in planning effective instruction and solving problems that arise during instruction

CBMS Forum

slide11
adaptive reasoning in justifying and explaining one’s instructional practices and in reflecting on those practices so as to improve them
  • productive disposition toward mathematics, teaching, learning, and the improvement of practice.” (p. 380)

CBMS Forum

slide12

So….

Another type of leverage point (?):

coherence proficiency
Depth

Connections

Logical structure

Meaning

Sense-making

Learning progressions

Conceptual understanding

Fluency

Strategic competence

Adaptive reasoning

Productive disposition

Coherence Proficiency

?

CBMS Forum

slide14

coherence in teacher education?

policies

practice

research