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KTMT Research Action Cluster. Knowledge for Teaching Mathematics Tasks. Update for the CSU-MTEP Convening October 10-11, 2014. KTMT RAC Partnerships and Universities. Greater Louisville Mathematics Teacher Education Partnership University of Louisville University of Kentucky

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Ktmt research action cluster

KTMTResearch Action Cluster

Knowledge for Teaching Mathematics Tasks

Update for the CSU-MTEP Convening

October 10-11, 2014

Ktmt rac partnerships and universities
KTMT RAC Partnerships and Universities

Greater Louisville Mathematics Teacher Education Partnership

University of Louisville

University of Kentucky

Cincinnati Regional Mathematics Teacher Preparation Partnership

University of Cincinnati

East Central Texas Mathematics Teacher Education Partnership

Texas A&M University

Sam Houston State University

Treasure Valley MTE-P

Boise State University

Kent State University Partnership

Kent State University

The problem
The Problem

  • Preservice teachers experience learning in their mathematics classes very differently than they are expected to teach mathematics.

  • The mathematics knowledge preservice teachers develop in their mathematics coursework does not fully align with the Mathematics Knowledge for Teaching needed for their profession


  • Mathematics instructors are not commonly provided instruction or guidance for teaching.

  • Mathematics instructors typically focus on the mathematics content not on student learning

  • Materials for mathematics instructors do not typically provide adequate support for instruction or assessment

  • Mathematics instructors are not commonly familiar with student challenges and misconceptions with mathematics topics

  • Some mathematics students may not be prepared to succeed in current mathematics class formats


  • to develop meta-tasks guide the instruction and assessment of the mathematics knowledge for teaching of preservice and inservice teachers

  • to develop meta-tasks to inform mathematics instructors of misconceptions and challenges for learning mathematics topics provide strategies to address them

Aim statement
AIM Statement

  • By December 15, 2014 the KTMT RAC will develop and validate a prototype task that focuses on documented calculus misconceptions and supports student ways of knowing mathematics as described in the PCAST and METII.

  • By March 15, 2015 the task will be implemented by at least 8 calculus sections across four institutions.

Measures used
Measures Used

  • Survey of calculus instructors on student misconceptions and difficulties (ready to distribute)

  • KTMT Task pre-test (limit)

  • KTMT Calculus post-test (limit)

  • Calculus task on limit

  • Instructor feedback survey

General approach i
General Approach I

  • Clarify the problem

    • Students and instructors seem frustrated and not as successful as desired

  • Identify components of the problem

    • Student learning issues (preparation, misconceptions, etc.)

    • Instructor issues (preparation, tools available, focus of instruction)

  • Target the leverage points of the problem

    • Address students who show up

    • Help instructors currently teaching

    • Focus on classes most students take

General approach ii
General Approach II

  • Create a structure to address the problem

    • Provide learning experiences for students that align with MET II and Mathematical Practices of CCSSM

    • Share materials to inform mathematics instructors of misconceptions and challenges students face with specific mathematics topics with strategies to avoid or address those issues

    • Include pre- and –post tests to measure students mathematics knowledge

    • Embed formative assessment to inform about student learning and guide instruction

    • Create an teaching model for mathematics instructors that aligns with MET II and the Practices of CCSSM

Approach to tasks
Approach to Tasks

  • Focus on mathematics instructors AND students (meta-tasks).

  • Target change in instruction and learning

  • Include assessment tools to measure instruction and learning

  • Study guidelines and existing test and assessment materials

  • Review literature for misconceptions in content area

  • Create template and guidelines for tasks (blueprint)

  • Form teams to develop tasks in content area

  • Develop individual tasks with rubrics

  • Validate tasks with external reviewers

  • Field Test tasks and revise as needed

  • Distribute to partners for final testing.

Current activities
Current Activities

  • NSF proposal was denied

  • IES proposal was not encouraged

  • Developing a prototype task to be competitive for funding.

Next steps
Next Steps

  • Small group face to face meeting in Boise

    • to create first task and finalize model

    • Prepare resubmission of proposal to NSF

  • Release calculus instructor survey

  • Field test first task

Opportunities for involvement
Opportunities for Involvement

  • Participate in calculus instructor survey

    • Distribution

    • Responding to survey (if appropriate)

    • Providing feedback

  • Edit drafts of tasks

  • Field-test Tasks

    • Distribution

    • Trying in class (if appropriate)

    • Providing feedback