Collaboration for Mathematical Preparation and Development at the University of Wisconsin-Milwaukee

DeAnn Huinker, Mathematics EducationKevin McLeod, MathematicsUniversity of Wisconsin-Milwaukee

Teachers for a New Era Mathematics ConferenceMichigan State UniversityNovember 8-9, 2007

Collaboration of the UWM TNE group and the Milwaukee Mathematics Partnership on developing or revising content courses for pre-service teachers, courses for in-service teachers, and support structures for Mathematics Teacher Leaders

Based upon work supported by the National Science Foundation Grant No. EHR-0314898.

Milwaukee Mathematics Partnership (MMP)

NSF-funded Math and Science Partnership (MSP) grant

$20 million over 5 years

Currently in Year 5

MMP Core Partners

University of Wisconsin-Milwaukee (UWM)

Milwaukee Public Schools (MPS)

Milwaukee Area Technical College (MATC)

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)

MMP Project Goals

Comprehensive mathematics framework

Distributed leadership

Teacher learning continuum

Student learning continuum

Goal 1: Comprehensive Mathematics Framework

Implement and utilize the comprehensive mathematics framework to lead a collective vision of deep learning and quality teaching of mathematics across the Milwaukee Partnership

Goal 3: Teacher Learning Continuum

Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to deeply understand mathematics and use that knowledge to improve student achievement

UW-Milwaukee Teacher Programs

Early Childhood (ECE, Birth-age 8)

Middle Childhood through Early Adolescence (MCEA, grades 1-8)

Early Adolescence through Adolescence (EAA, grades 6-12)

MCEA Program Structure Required of all MCEA students: 2 content area minors, 18 credits each

Option A:Mathematics or Natural Sciences

Option B: Social Studies or English/Language Arts or Bilingual/ESL/World Languages

Mathematics Design Teams

Implement recommendations of The Mathematical Education of Teachers.

Develop mathematical knowledge needed for teaching.

Mathematics content tied to classroom practice.

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

Teacher Education as Responsibility of the University and School District

Curriculum Design Teams Mathematics Faculty Mathematics Educators Teachers-in-Residence

Create, revise, pilot, and monitor

mathematics courses for teachers

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 in urban settings.

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.

Knowing mathematics for teaching includes knowing and being able to do the mathematics that we would want any competent adult to know. But knowing mathematics for teaching also requires more, and this “more” is not merely skill in teaching the material.

Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? prepared for the Secretary’s Summit on Mathematics, U.S. Department of Education, February 6, 2003; Washington, D.C. Available at http://www.ed.gov/inits/mathscience. (p. 2)

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.

MCEA (Grades 1-8) Sequence

Mathematical Explorations for Elementary Teachers, I & II (6 cr)

Mathematics or Science Minor (18 cr)

Praxis I (required for SOE admission)

Teaching of Mathematics: Elementary and Middle Grades (6 cr)

Praxis II (required for student teaching)

Portfolio (required for graduation)

Mathematics Focus Area Minor Courses for MCEA Majors

Problem Solving Geometry Discrete Probability and Statistics

Algebraic Structures Calculus experience Elective

Problem Solving & Critical Thinking Reflect on Process of problem-solving

Emphasis:mathematical discourse and classroom as a learning community

understanding and engaging with mathematics

extensions of solved problems

Construct problem-solving strategies

Geometry

Geometry as a measuring tool

Spherical Geometry Geometry as a logical system

Rigid Motions

Discrete Probability & Statistics

Experimental likelihoods Simple probability models Conditional probability Expected value Complex probability models

Algebraic Structures

Elementary logic Set Theory Functions Operations Algebraic Structures Number Theory

School-basedLearning Team

Other Key Teachers

PrincipalLiteracy Coach

Math Teacher Leader

Math Teacher Leaders are “key” for focusing their Learning Teams

and schools on mathematics.

Learning Team

Other Key Teachers

Principal

Literacy Coach

Math Teacher Leader

District MathematicsLeadership

IHE Faculty Mathematics &

Math

Education

Math Teacher Leader Seminars

Monthly seminar strands:

Mathematics content knowledge.

Leadership and coaching skills.

District alignment—math framework, learning targets, state standards and test descriptors, common classroom assessments.

Math Teacher Leader Maintains classroom responsibilities. Focuses the school on mathematics

through the Learning Team. Brings best practices in math to school. Supports school-based

professional learning. Links school to district

leadership and IHE expertise.

Teaching requires justifying, explaining, analyzing errors, generalizing, and defining. It requires knowing ideas and procedures in

detail, and knowing them well enough to represent and explain them skillfully in more than

one way. This is mathematics. The failure to appreciate that this is substantial mathematical work does teachers – and the improvement of

teaching – a disservice.

Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? prepared for the Secretary’s Summit on Mathematics, U.S. Department of Education, February 6, 2003; Washington, D.C. Available at http://www.ed.gov/inits/mathscience. (p. 8)

Results for Changes in Mathematical Knowledge for Teaching (MKT): Geometry

N Pretest (SD) Posttest (SD) Change Sig

Preservice Teachers: Foundations

77 -0.41 (0.49) -0.08 (0.58) 0.33 .000

Preservice Teachers: Math Minor

24 -0.03 (0.61) 0.24 (0.62) 0.27 .006

Math Teacher Leaders

78 -0.10 (0.78) 0.34 (0.81) 0.44 .000

Instrument Source: The University of Michigan, Learning Mathematics for Teaching (LMT) Project.

MMP websitewww.mmp.uwm.edu

DeAnn Huinkerhuinker@uwm.edu

Kevin McLeodkevinm@uwm.edu