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Charting a Course for the Future: A Wisconsin Perspective
Kevin McLeod
University of Wisconsin-Milwaukee
Department of Mathematical Sciences
MSP STEM Summit
Washington, D.C.
December 12, 2007
Presentation outline
Background on Milwaukee and the Milwaukee Mathematics Partnership
Wisconsin licensure and UW-M teacher preparation programs
UW-M Mathematics Focus courses Questions and Challenges
Milwaukee, Wisconsin
Milwaukee Mathematics Partnership (MMP)
• Core partners:o University of Wisconsin-Milwaukee (UWM)
o Milwaukee Area Technical College (MATC)
o Milwaukee Public Schools (MPS)
UW-Milwaukee
One of two public doctoral research universities in Wisconsin
Over 28000 students 13% of new freshmen are
MPS graduates Degrees/certifies 65% of
MPS teachers
Milwaukee Area Technical College
Largest Midwest 2-year technical college
57,000 students at 4 campuses (13,400 FTEs)
21% of new freshmen are MPS graduates
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)
UWM/MATC Mathematics Faculty Involvement with MMP Activities
Mathematics course design teams Monthly Teacher Leader meetings Writing and validating learning targets for
grades K-8 Validating Classroom Assessments Based on
Standards for grades 2-8 College placement test preparation
materials Accelerated/intensive sections of remedial
college math courses Summer bridge program
Wisconsin Teacher Licenses
Early Childhood (ECE, Birth-age 8)
Middle Childhood through Early Adolescence (MCEA, grades 1-8)
Early Adolescence through Adolescence (EAA, grades 6-12)
UWM MCEA Program Structure
Required of all MCEA students: 2 content area minors, 18 semester-hours each
Option A:Mathematics or Natural Sciences
Option B: Social Studies
or English/Language Arts or Bilingual/ESL/World Languages
The Mathematical Education of Teachers (MET) Report
Joint publication of the American Mathematical Society and the Mathematical Association of America, 2001
Recommends coursework for prospective teachers at elementary grades, middle grades, and high school
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.
MET Report Recommendations
Prospective middle grades teachers of mathematics should take coursework in:Number and OperationsAlgebra and FunctionsMeasurement and GeometryData Analysis, Statistics and Probability (Optionally) Calculus, focusing on concepts and applications
CBMS. (2001). The Mathematical Education of Teachers.
UWM Mathematics Focus Area Courses for MCEA Majors
Problem Solving Geometry Discrete Probability and Statistics Algebraic Structures Calculus Experience
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.
MET Report Recommendations
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.
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.
MPS Mathematics Fellows Program
MCEA minor offered to practicing MPS teachers, over 15 months
53 teachers enrolled in at least one course
27 completed at least 4 courses 10 completed 4 focus courses,
Intermediate Algebra, and Calculus
Questions and Challenges
How can teachers acquire the content knowledge they require to teach mathematics?
How can STEM faculty contribute to this process?
o Especially in-service teacherso Especially middle-grades teachers
o Graduate credit in mathematics for middle-grades teachers?
MMP website www.mmp.uwm.edu
DeAnn Huinkerhuinker@uwm.edu
Kevin McLeod kevinm@uwm.edu