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A new vision for teacher preparation in mathematics and science
Beyond Bridging
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1019860. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Chantel C. BlackburnDepartment of Mathematics
University of ArizonaFebruary 22, 2011
Overview
Introduction to Beyond BridgingBridging modelsGoing beyond the bridging modelsMath methods course
Beyond Bridging Intro
$2.2 million NSF Research on Learning in Formal and Informal Settings (DRL) Grant
Integrating university science and mathematics education coursework and practica expectations of elementary school classrooms serving diverse populations.
Bridging Models
Placing PS teachers in K-5 classrooms during field placements
Teaching methods courses in K-5 schools
Professional development for K-5 IS teachers to change the K-5 classroom
Beyond Bridging
MentoringInquiry science and
problem solving-based mathematics instruction
Involving IS teachers in building new K-5 teaching practices
Collaborative learning spaces between different communities of practice
K-5 Teachers & Administrators
University Science &
Mathematics Preservice Teacher
Educators
Field Placements & Field Based
Methods Courses
Field Placements & Field Based
Methods Courses
Beyond Bridging
MentoringInquiry science and
problem solving-based mathematics instruction
Involving IS teachers in building new K-5 teaching practices
Collaborative learning spaces between different communities of practice
K-5 Teachers &
Administrators
University Science &
Mathematics Preservice Teacher
Educators
Co-education community / Third Space
Co-education community / Third Space
Scientists & Mathematicia
ns
Beyond Bridging
Building understanding of science and mathematics constructs
Supporting PS teachers in succeeding in multiple communities
Co-constructing new possibilities for learning to teach elementary science and mathematics
K-5 Teachers &
Administrators
University Science &
Mathematics Preservice Teacher
Educators
Co-education community / Third Space
Co-education community / Third Space
Scientists & Mathematicia
ns
Math Methods
Professional development with IS teachers (mentors and whole school)
Paring PS teachers with mentors and buddies
Sub and roving sub days
Math Methods Interviews
PD with IS teachers on student strategies with addition/subtraction and multiplication/division problems
Upper/Lower Elementary IS teachers in math methods
Interviewing students
MM Instructors:Problem Structure
MM Instructors:Problem Structure
IS Teacher:How to Teach
IS Teacher:How to Teach
Multiplication: Total unknown
Partitive Division: Number in each group unknown
Measurement Division: Number of groups unknown
Multiplication/Addition: Total unknown
Division/Subtraction: Total known
Third Space: Multiplication/Division Problems
MM InstructorsMM Instructors IS TeacherIS Teacher
Equity. Excellence in mathematics education requires equity—high expectations and strong support for all students.
Learning. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.
“I have this chart in my classroom for key words. It says total for addition or multiplication.”
“My students would focus on the word times and then they would know what to do. They would multiply. They know that one word and then they could do it.”
Third Space
Resources
Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (1999). Addition and subtraction: Children's solution strategies. In T. Carpenter, E. Fennema, M. Franke, L. Levi, & S. Empson, Children's mathematics: Cognitively Guided Instruction (pp. 15-31). Portsmouth, New Hamshire: Heinemann.
Lewis, A. B., & Mayer, R. E. (1987). Studentsʼ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79(4), 363-371. doi: 10.1037/0022-0663.79.4.363.
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro , what is ‘quality’?”: Language , literacy , and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-498. doi: 10.1002/tea.1014.
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. doi: 10.1598/RRQ.39.1.4.
NCTM (2000) Principles and Standards of School Mathematics.