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Department of Mathematics, The University of Arizona

Mathew D. Felton Mary Bouley. Developing Master Teachers in Elementary Mathematics Arizona Master Teachers of Mathematics (AZ-MTM). Department of Mathematics, The University of Arizona. Purpose of AZ-MTM.

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Department of Mathematics, The University of Arizona

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  1. Mathew D. Felton Mary Bouley Developing Master Teachers in Elementary MathematicsArizona Master Teachers of Mathematics (AZ-MTM) Department of Mathematics, The University of Arizona

  2. Purpose of AZ-MTM • Recruit and support 14 Master Teachers of Mathematics (MTMs) in elementary mathematics education • Participate in a 4½ year professional learning community • Receive an annual stipend • MTMs will then provide professional development and leadership at the school, district, and state levels • Promote high quality and equitable instruction • Serve as mentors • Participate in curriculum development • Participate in pre-service teacher education • Develop and implement professional development forin-service teachers • Take on leadership roles in their schools and/or districts Sixth Annual Noyce Conference

  3. Who are the MTMs? • Teach grades 3-6 in Tucson areain a high needs school or district • Have a Master’s degree (in any field) • Strong background in mathematics • Degree in a STEM area, or • Evidence of advanced content knowledge in a STEM area • Demonstrate proficiency on the Arizona EducatorsProficiency Assessment (AEPA) • Currently have 14 MTMs Sixth Annual Noyce Conference

  4. Design Rationale • Goal of 14 MTMs • Provide differentiation and attention to individual development • Have a significant impact in Tucson and across Arizona • 4 ½ year professional learning community • Change in identity from teacher to teacher leader • Often takes three years or more (Murray & Male, 2005) Sixth Annual Noyce Conference

  5. Learning Opportunities • Analyze artifacts of practice (Ball & Cohen, 1999) • Participate in professional development that connects to practice (Schifter & Fosnot, 1993; Stein, Smith, & Silver, 1999) • Study research on teacher education and professional development (Borko, 2004; Cochran-Smith, 2003; Smith, 2005) • Study research on equity, mathematical discourse, English Language Learners, and cultural and community knowledge in mathematics education(Chval & Khisty, 2009; Civil, 2002; 2007; Khisty, 1997; Moschkovich, 2002; 2007) Sixth Annual Noyce Conference

  6. Two Mutually Supportive Strands • Professional Development and Leadership • Primarily facilitated by the AZ K-12 Centerand Pima County Schools • Focuses on professional development and leadership training • Mathematics Study Group • Primarily facilitated by UA mathematics education faculty • Focuses on mathematics education content knowledge,pedagogical knowledge, and research Sixth Annual Noyce Conference

  7. Year 1 Year 5 PD/Leadership Training (summers, weekends) Practicum Mathematics Study Group (evening courses)

  8. Year 1 Year 5 PD/Leadership Training AZ K-12 Center (summers, weekends) Practicum Mathematics Study Group (evening courses)

  9. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM (summers, weekends) Practicum Mathematics Study Group (evening courses)

  10. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools (summers, weekends) Practicum Mathematics Study Group (evening courses)

  11. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools • Systems Thinking • PD Training 101 (summers, weekends) Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community Practicum Mathematics Study Group (evening courses)

  12. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools • Systems Thinking • PD Training 101 (summers, weekends) Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community Practicum Mathematics Study Group (evening courses) • Content Strands • Early Algebraic Reasoning • Number and Operations • Geometry and Measurement • Data Analysis and Probability • Themes • Understanding Research • National and State Standards • Professional Development • Equity and Diversity

  13. Goals of Mathematics Study Group • Connect research to classroom practice(e.g., Chapin, O’Connor, & Anderson, 2003; Sowder & Schappelle, 2002) • Understand frameworks forteaching and learning mathematics(e.g., Ball, Thames, & Phelps, 2008; National Research Council, 2001) • Explicit attention to equity in mathematics education • Deepening MTMs’ mathematical knowledge Sixth Annual Noyce Conference

  14. Last Semester • Early Algebraic Reasoning • Thinking MathematicallyCarpenter, Franke, & Levi (2003) • Research and practitioneroriented articles • Discuss how MTMs’ have integrated ideas into their teaching • Family/community connections to the mathematics classroom • Student interviews Sixth Annual Noyce Conference

  15. Student Interviews • Videotaped interview of two students • An opportunity to… • learn about student thinking, not to teach or asses • get a “close up” view of early algebraic reasoning • practice focusing on student thinking • MTMs designed tasks/questions to focuson some aspect of algebraic reasoning • Present findings and selected clips to theTeacher Study Group Sixth Annual Noyce Conference

  16. An Example: The Trapezoid Problem • Completed in Teacher Study Group • Discussed in a class reading (Blanton & Kaput, 2003) • How many people can sit if there are… • Two trapezoids, • 14 trapezoids, • 127 trapezoids, • n trapezoids? • How do you know? • Can you come up with multiple solutions? Sixth Annual Noyce Conference

  17. Questions/Discussion Sixth Annual Noyce Conference

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