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.