Math Teachers' Circles – Themes from Final Surveys

1. Math Teachers' Circles – Themes from Final Surveys Diana White – joint with Brianna Donaldson and Adam Ruff University of Colorado Denver MAA: Mathfest August 4, 2011

2. Professional Development Program for Middle-Level Math Teachers Focused on Mathematical Problem Solving Over 30 active MTCs in U.S., dating back to 2006 Basic Format Summer Immersion Workshop Academic Year Follow-up Sessions What is a Math Teachers’ Circle? Next: Prelim Qual Study

3. Preliminary Qualitative Study • Final Evaluation Surveys from Summer 2010 • Three sites (N=51): two new, one established • Sample Questions – • Tell us your thoughts about the workshop. • Do you anticipate changing how you teach math next year? If so, how? • Please comment on any differences or similarities that strike you about this workshop compared with other professional development workshops you have attended in the past (if applicable). Next: Analysis and Categories

4. Preliminary Qualitative Study • Method of Analysis - Constant Comparative Method • Main Categories of Responses • Participant as Learner • Participant as Teacher • (Participant as Mathematician) • Other Next: Mystery Quote

5. Our most mysterious quote No way PD served adult snacks or adult beverages at dinner, what a treat Next: PL

6. Participant as Learner • Effect of Format on Learning • Comments about participants being challenged • Collaboration with peers • Support from facilitators/mathematicians • Requests for changes to format of workshop • Other Next: TL – Efl- ch

7. Participant as Learner – Effect of Format on Learning • Comments about participants being challenged • I enjoyed thinking about higher level problems • The problems they gave up were interesting, fun, and not so hard that we gave up in frustration • Some sessions brought me out of my comfort zone • The math was difficult • It was challenging material, but that’s what made it fun and interesting • I, as a student, was humbled by the experience of being truly challenged • The workshop challenged me to think outside of the box when it came to the problem solving techniques • The problems really stretched me • I have not participated in a workshop where I as a person have to struggle through, and the presenter did not share the correct answer Next: PL-Efl-ch

8. Participant as Learner – Effect of Format on Learning • Comments about participants being challenged • As opposed to spending time working through a middle school lesson so we’ll know that the kids should be doing, I feel I have been significantly challenged this week, which led to my own personal growth • Differences: material was challenging, I had not seen material like this before, we worked on a singular problem for hours at a time, several presenters • We got to work on challenging problems • Although I have been to Asilomar, I liked this better, perhaps because of the quality of the sessions and instructors and the challenge of the math-geared towards us rather than our students • Your sessions stretched me as a math learner, and challenged me as a math teacher. Thank you • Great challenges, fun, and eye opening • It was challenging but not overwhelming • I could feel my brain changing as the days went by

9. Participant as Learner – Effect of Format on Learning • Comments about participants being challenged • More challenging/theoretical less direct application to the classroom • This workshop is hugely different! My brain hasn’t worked this hard since college. I loved it because it pushed me to think critically, which is exactly what I want my students to do • Deeper thinking was essential • Most seminars/workshops worked with unchallenging problems. But these 4 days made me very uncomfortable and I really liked that Next: PL - Types of Learning

10. Participant as Learner – Types of Learning • Math Content • Problem Solving Techniques • Teaching Strategies • Participant Learning (teachers as students) • Other Next: PT – Main Codes

11. Participant as Teacher – Main Codes • Perspective of Students • This not only strengthens my knowledge base as a teacher, but also allows me to experience real empathy as related to my expectations of my students • Plans for the Classroom • Requests for Changes • Main request – more to take directly back to classroom • Other Next: PT – Plans for Classroom

12. Participant as Teacher – Plans for the Classroom • Teaching Strategies • Group work • Open ended problems • Discussion • Choice of Problems • Time to work • Questioning Techniques • Problem Solving Strategies • Specific Problems • Other Next: Current Directions

13. Current Directions • Replicated study in summer 2011 • Seven sites (4 new, 3 established) • Standardized instrument (final survey) • Parts modeled on Student Assessment of Learning Gains (SALG) instrument – 5 point Likert Scale • Parts modeled on previous instruments

14. Future Directions and Goals • NSF DR K-12 Phase I grant – starts Aug. 15 • Replicate and expand quantitative piece on Mathematical Knowledge for Teaching • Develop/modify common survey of participants to be administered each spring to all willing sites • Develop/modify common final evaluation form to be used for summer immersion workshops • Case studies and classroom observations of teachers who participate in MTCs – impact on classroom practices, especially with regards to mathematical problem solving

15. Contact Information • Diana White • Assistant Professor • University of Colorado Denver • Diana.White@ucdenver.edu