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In what ways do you contribute to students ’ learning in mathematics? What do you think is the role of the district in improving math achievement?. When ELL students excel in mathematics : A systems approach. Dr. Karin Wiburg, Dr. Cathy Kinzer and Rocio Benedicto.

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Presentation Transcript
slide1

In what ways do you contribute to

students’ learning in mathematics?

  • What do you think is the role of the

district in improving math achievement?

when ell students excel in mathematics a systems approach
When ELL students excel in mathematics : A systems approach

Dr. Karin Wiburg, Dr. Cathy Kinzer and Rocio Benedicto

what we plan to share
What we plan to share
  • A systems model for working with districts that builds capacity to implement an equitable, rigorous and coherent mathematics program.
  • Share the work of bilingual teachers in the district. Emerging theory: Critically Responsive Math Education.
  • Have a conversation about a systems approach.
gadsden math initiative gmi
Gadsden Math Initiative(GMI)
  • NSF (Award #0096674 funded initiative began in May 2000.
  • Ranked 88th out 89 districts in math achievement.
  • Approximately 14,000 students
      • 14 elementary schools
      • 3 middle schools
      • 4 high schools (1 alternative 6-12)
    • 100% of the students eligible for free lunch
    • All K-8 campuses designated Title 1
    • 94% Hispanic
    • 60% active English Language Learners
gadsden math initiative
Gadsden Math Initiative

GISD Progress from 2000 to 2009

slide10

Unintended Design Research

Initial State

GMI

Post GMI

  • Ranked 88 out 89 in math achievement
  • No systemic effort for PD or Mathematics
  • No district wide mathematics program
  • No partnership with knowledgeable others
  • Curriculum change
  • Systemic development of PD, including knowledgeable others
  • Administration and district committed to reform in mathematics
  • Sustainable Learning and achievement
how is learning mathematics supported in your district
How is learning mathematics supported in your district?
  • How is mathematics education supported in your district?
  • Does your district have a vision or plan?
  • Are some groups privileged in terms of access to rigorous and engaging mathematics? (AP classes, honors, dual credit, technology) If so, how?
  • Is the mathematics program in your district systemic?
slide12

Scaling Up Mathematics Achievement (SUMA)

  • A partnership between New Mexico State University (NMSU) and Las Cruces Public Schools (LCPS) to study mathematics teaching and learning in Grades K-8.
  • The five-year grant is funded through the National Science Foundation (NSF) and was awarded to NMSU in Fall 2007.
slide13

Initial Building Capacity Model

Preconditions for enactment of the model: readiness for change, agreed upon vision and action plan

I. QUALITY

ALIGNED

AND

LEARNED

CURRICULUM

II. TEACHING

QUALITY

AND

INTENTIONAL COLLABORATION

III. ONGOING ENGAGEMENT OF DISTRICT / SCHOOL ADMINISTRATORS, PARENTS, COMMUNITY, AND MATHEMATICIANS

IMPROVED

STUDENT ACHIEVEMENT

IN MATHEMATICS

Policy, structures, and context of the District and the Community

Policy, structures, and context of the District and the Community

slide15

Current Building Capacity Model

  • PRECONDITIONS
  • FOR ENACTMENT OF THE MODEL:
  • Readiness for change
  • Agreed Upon Vision
  • and Action Plan

IMPROVED

STUDENT ACHIEVEMENT

IN

MATHEMATICS

Policy structures and context of district and community

Policy structures and context of district and community

  • DRIVERS FOR INNOVATION: e.g.,
  • Professionall Development in mathematics
  • Developed Pedagogy
  • Math Specialists
  • Effective Leadership
  • Aligned Assessments
  • Feedback Loops

SUSTAINABLE

SYSTEM FOR CONTINUOUS IMPROVEMENT IN MATH TEACHING

AND LEARNING

slide16

What we are learning from SUMA –

  • Developed strategies for helping the district move forward in unexpected ways.
  • After three years many teachers continue to struggle in the enactment of an inquiry because of of a lack of system wide professional development.
  • Enactment of a standards-based mathematics curriculum is uneven unless there is a concerted effort to monitor teaching and learning in the classroom.
  • Possible outcome of SUMA research – the enacted curriculum has positively influenced the mathematics proficiency of ELL students.
successful ell students
Successful ELL students

System Needs These Essential Elements:

  • Enactment of a well-defined, problem-solving based mathematics curriculum that has components that are easily adapted to English Language Learning Environments.
  • Intense, systematic professional development for all stakeholders –Math Knowledge for Teaching, Pedagogy, Knowledge, Specialized Knowledge.
  • Knowledgeable Others that include expertise in the areas of bilingual/bicultural teaching and learning.
  • Strong district leadership and monitoring of mathematics classrooms that ensure that ELL students are receiving an equitable mathematics education.
  • Regular, intentional teacher collaboration that focuses on student learning (e.g., PLC, PTLC).
mathematics in bilingual classroom environments emerging trends
Mathematics in Bilingual Classroom Environments: Emerging Trends
  • Preparation vs. Cultural Identification
  • Successful Teachers in a Bicultural School
  • Investigate bicultural and multicultural environments
  • The strength of the support for teachers during the systems reform (Lesson Study)
  • Solid awareness of valuable math teaching. Continued participation with MC2
question or comments
Question or Comments

Institute for Math and Science Education

http://education.nmsu.edu/projects/stem/index.html

Dr. Karin Wiburg Dr. Cathy Kinzer Rocío Benedicto

kwiburg@nmsu.edu cakinzer@nmsu.edu rojustus@nmsu.edu

slide20

© 2011 NMSU Board of Regents.

All rights reserved. NMSU is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.