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Building partnerships to strengthen mathematics teaching and learning

Building partnerships to strengthen mathematics teaching and learning. Jim Lewis University of Nebraska-Lincoln. My (relevant) background. Math Professor at University of Nebraska-Lincoln President, UNL Faculty Senate (1987 – 1988) Chair of Mathematics (1988 – 2003)

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Building partnerships to strengthen mathematics teaching and learning

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  1. Building partnerships to strengthen mathematics teaching and learning Jim Lewis University of Nebraska-Lincoln

  2. My (relevant) background • Math Professor at University of Nebraska-Lincoln • President, UNL Faculty Senate (1987 – 1988) • Chair of Mathematics (1988 – 2003) • Director, UNL Center for Science, Mathematics and Computer Education (2003 – present) • Chair of Writing Team for The Mathematical Education of Teachers II • PI for two NSF Math Science Partnerships • Very interested in mathematics teacher education

  3. Quick version of talk • Need • Improve K-12 mathematics education • Strengthen the mathematical education of teachers • Role for Mathematicians • Importance of Partnerships • Challenges • Nebraska – An example of is possible • Thoughts on engaging mathematicians • Preliminary evidence that improvement is possible

  4. Where might a mathematician have impact? • Department of mathematics • Quality of instruction in undergraduate math courses • Mathematics courses for teachers • University • Local Community • State, province or region • Nation • International

  5. Goal: Strengthen the Mathematical Knowledge of Nebraska Teachers (and K-12 Students) Nebraska – 77,350 mi2 New England – 72,000 mi2

  6. The Current U.S. Education System

  7. The result • Many teachers do not know the mathematics that they will now be required to teach • Many teachers do not have an opportunity to learn that mathematics in preservice preparation or professional development in any methodical, sustained, planful way Suzanne Wilson, former chair, Teacher Education at Michigan State, presentation at the 2011 CBMS Forum on Teaching Teachers in the Era of the Common Core

  8. This impacts our daily lives This was located in the upper left hand corner of USA Today

  9. In the U.S. sometimes we laugh about our math ability

  10. And sometimes we just refuse to do math

  11. A recent U.S. study linked math results from the 2011 TIMMS and NAEP reports • Here are some scores by nation or state based on the TIMSS average of 500. • South Korea 512 Ontario (Canada) 611 Singapore 511 Nebraska 609 Chinese Taipei 510 Utah 570 Japan 509 United States 561 Massachusetts 502 Arizona 547 Vermont 502 Michigan 545 Minnesota 500 Louisiana 532 Quebec (Canada) 493 California

  12. Is U.S. education making progress? • … our overall public school system … has shown little sign of improvement, particularly in mathematics and science • The unanimous view of the committee members … is that our nation’s outlook has worsened. • The two highest priority actions for the nation … are to provide teachers in every classroom qualified to teach the subject they teach and to double the federal investment in research.

  13. The realities of scale

  14. My view Society (at least in the U.S.) expects our universities to make a major contribution to improving K-12 education and, in particular, K-12 mathematics education. and Investing in high quality teachers is the single most important thing we can do to improve K-12 mathematics learning.

  15. My view and, In today’s university environment, it will help our mathematics departments thrive if we are recognized for major contributions to mathematics teacher education.

  16. Why involve mathematicians? Because the mathematical knowledge of teachers matters The essential competencies of an effective teacher are command of subject, preparation in effective pedagogical practice, and high overall academic performance. To Touch the Future American Council on Education

  17. The Challenge • What Mathematics do Teachers “Need to Know” and How Should They “Come to Know” Mathematics? • What does it mean to offer challenging courses and curricula for math teachers? • How do we help teachers translate the mathematics they come to know into classroom practice that leads to improved student learning?

  18. Recommendations from The Mathematical Education of Teachers II • Prospective teachers need mathematics courses that develop a solid understanding of the mathematics they will teach. • Coursework that allows time to engage in reasoning, explaining, and making sense of the math that prospective teachers will teach is needed to produce well-started beginning teachers. • Elementary teachers – at least 12 hours on fundamental ideas of elementary mathematics … • Middle grades (5-8) teachers – at least 24 hours of mathematics that includes 15 hours on fundamental ideas of school mathematics appropriate for ML teachers. • High School teachers – the equivalent of a major that includes three courses with a primary focus on high school mathematics from an advanced viewpoint.

  19. MET2 recommendations Throughout their careers, teachers need opportunities for continued professional growth in their mathematical knowledge. All courses and PD experiences for mathematics teachers should develop the habits of mind of a mathematical thinker and problem-solver, such as reasoning and explaining, modeling, seeing structure, and generalizing. At institutions that prepare teachers, teacher education must be recognized as an important part of a math department’s mission and should be undertaken in collaboration with math education faculty. More math faculty need to become deeply involved in PreK-12 math education by participating in preparation and professional development for teachers and becoming involved with local schools and districts.

  20. Mathematicians cannot do it alone Outstanding mathematics teaching requires interdisciplinary knowledge, including: • Mathematical knowledge • Pedagogical knowledge • Knowledge of the students you teach Mathematics teaching is an extraordinarily complex activity involving interactions among teachers, students, and the mathematics to be learned in real classrooms. (National Math Panel, 2008) The value added by a true collaboration with a mathematics educator cannot be overestimated.

  21. Partnerships • Mathematicians • Mathematics Educators • Teacher Educators • K-12 Teachers • K-12 Administrators • Others ? But Partnerships are hard to establish and hard to maintain.

  22. Historically(before all of us got involved, of course) Faculty in Colleges of Education thought teacher education was their job. They taught many pedagogy classes and educational psychology courses and certified teachers. Faculty said that content knowledge was important, but their requirements often told a different story. Mathematicians taught math classes with a focus on educating math majors for graduate school. They had little respect for their students who wanted to be teachers, especially students who wanted to be elementary teachers. There was very little communication between the two groups of faculty. At least this was true on my campus. In this environment, developing a partnership is difficult.

  23. Why are partnerships so difficult? • Respect may be in short supply Anyone who cannot cope with mathematics is not fully human. At best he is a tolerable subhuman who has learned to wear shoes, bathe, and not make messes in the house. Reportedly a sign on the wall of Ron Graham’s office in New Jersey – as reported in an article about Erdos in The Atlantic Monthly, November 1987

  24. Why are partnerships so difficult? • There are cultural differences Why Can’t a Woman, Be More Like a Man? Professor Henry Higgins My Fair Lady

  25. Beliefs of Math and El Ed Faculty1 2 3 4Strongly Disagree Disagree Agree Strongly Agree El Ed MathQuestion • 1.71 2.12Stated from Traditional Viewpoint ------------------------------------------------------------------------------ • 2.00 2.92Algorithms are best learned through repeated drill and practice. • 1.57 2.55An advantage of teaching math is that there is one correct answer. • 2.00 3.22Frequent drills on the basic facts are essential in order for children to learn them. • 1.83 2.70Time should be spent practicing computational procedures before children are expected to understand the procedures. • 2.83 2.14The use of key words is an effective way for children to solve word problems.

  26. Beliefs of Math and El Ed Faculty1 2 3 4Strongly Disagree Disagree Agree Strongly Agree El Ed Math Question • 3.27 3.07 Stated from Reform Viewpoint ------------------------------------------------------------------------ • 3.29 2.25 Teachers should let children work from their own assumptions when solving problems. • 3.86 2.78 Mathematics assessment should occur every day. • 2.71 3.40 Leading a class discussion is one of the most important skills for a math teacher.

  27. Barriers to a Successful Partnership at UNL • Students took math courses before admission to Elementary Education Program • Methods courses grouped leaving no room for a math class • Math for Elementary Education was often taught by graduate students or part-time lecturers • Cultural differences in how instruction delivered and students assessed • Fall 2000 Undergraduate GPA by Department • Math 2.53 (UNL’s lowest) • Curr & Inst 3.64 (among highest)

  28. (more) Barriers to a Successful Partnership at UNL • Math expectations seem to overwhelm students in Elementary Education • Student evaluations critical of math faculty Type of Course Faculty GPA #Students • Honors class 3.20 1,367 • All faculty courses 3.04 16,693 • Large Lectures 2.88 6,060 • Education Majors 2.48 726

  29. Comments from a math class for elementary school teachers: (the course GPA was 2.93) • This wasn't a course where we learn to teach math. Why do we have to explain our answers. • Tests are invalid. They ask questions we have never seen before. It would help if we knew more about the questions on the exams - If examples in class were used on the exams. • Her way of assessing her class aren't fair. • There was never partial credit. When 20 people drop a class ... there is an obvious problem. [Note: 3 of 33 students dropped the class.] • Test materials were not consistent or reliable with the material covered in class. Grading was very biased.

  30. Comments from a Contemporary Math class • (She) does a good job making the subject matter interesting. She always seems very enthusiastic about the class and and actual work. More teachers should be like her. • (She) is a great teacher with a love for her subject that becomes addictive. It has really been my lucky pick to have gotten her as an instructor. • (She) made the class exciting. It is obvious she enjoys math and teaching. She was always clear in her expectations and directions. • (She) was one of the best teachers I have had here at UNL. She was always available for questions! • This was a very good class. I failed the class last semester with a different teacher but (she) did a much better job and I am doing great in the class!

  31. Ancient History • 1987/88 – I was President of our Faculty Senate • Fall 1998 – I became chair of the math department • 1989 – Obtained state funding for JUMP, a junior testing program to advice students about college • 1989 – Small grant to develop a state math coalition • 1990 – Applied for a Statewide Systemic Initiative grant. • 1991 – 1998 Nebraska Math and Science Initiative • 1995 – 1999 Math & Science Education Area of Strength • 1996 – Permanent funding for the Center for Science, Mathematics and Computer Education

  32. Starting Over ~1999 • With the end of the SSI grant, we had a Center with modest infrastructure funding but limited capacity to fund new initiatives. • In 1999, we formed partnership with the new math supervisor for the Lincoln Public Schools (Matt Larson) and together we managed to “co-fund” some professional development workshops for teachers. • I was heavily involved in several national publications: • Towards Excellence: Chairing a Doctoral Mathematics Department in the 21st Century • The Mathematical Education of Teachers • Educating Teachers of Science, Mathematics and Technology: New Practices for the New Millennium

  33. Enter Ruth Heaton Ruth was a student of Maggie Lampert and Deborah Ball at MSU. Ruth and I formed a partnership that has lasted 15 years. Our first joint effort was Math Matters a $200,000 CCLI grant from NSF that started January 1, 2000

  34. Math MattersA Mathematics – Education Partnership Our Vision • Create a mathematician – mathematics educator partnership with the goal of improving the mathematics education of future elementary school teachers • Link field experiences, pedagogy and mathematics instruction • Create math classes that are both accessible and useful for future elementary school teachers

  35. The result • The Mathematics Semester • Students in Elementary Education at UNL participate in a 4-courses, integrated learning experience where they take a math class, a math methods class, a second pedagogy course, and have a field experience in an elementary school two days a week. • Developed four math courses for elementary education majors

  36. Math in the Middle Institute Partnership A 25-month (12 course) masters program that educates and supports teams of outstanding middle level math teachers who will become intellectual leaders in their schools, districts, and ESUs. A major initiative to provide evidence-based contributions to research on learning, teaching, and professional development. A special focus on rural teachers, schools, and districts. M2 Goal Invest in high-quality teachers in order to improve K-12 student achievement in mathematics and to significantly reduce achievement gaps in the mathematical performance of diverse student populations.

  37. Math in the Middle Instructional Model SUMMER • Offer 1 and 2 week classes. • Class meets from 8:00 a.m. - 5:00 p.m. • 35 teachers – 5 instructors in class at one time. • Substantial homework each night. • End-of-Course problem set • Purpose – long term retention of knowledge gained. ACADEMIC YEAR • Two-day (8:00 – 5:00) on-campus class session. • Course completed as an on-line, distance education course using Blackboard and Adobe Connect. • Major problem sets • End-of-Course problem set • Substantial support available for teachers

  38. Math in the Middle Teachers156 teachers have earned a master’s degree.

  39. A statewide partnership led by university faculty GOAL: An active, mature K-16 partnership that can be sustained by state dollars and other grants after the end of NSF funding and that links mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators to improve K-12 mathematics education in Nebraska.

  40. Primarily Math • Focuses on strengthening the teaching & learning of mathematics in grades K-3 • Six course, 18-credit hour program leading to a K-3 Mathematics Specialist certificate • 3 mathematics courses • 3 pedagogy courses • Optional 7th course focusing on leadership • On-going support in the form of study groups lasting 2 years after coursework

  41. Primarily Math Teachers

  42. Nebraska Algebra • 9 hours of graduate coursework • Math 810T: Algebra for Algebra Teachers • EDPS 991: Cognition and Instruction for High School Algebra Teachers • TEAC 991: Field Studies in Mathematics • Some districts are able to provide participants with an algebra coach • If a coach is not available, we provide a teacher mentor • All teachers have a university mentor

  43. New Teacher Network • A program for secondary math teachers in their first three years in the profession. • 24 hours of graduate coursework • A community of professionals sharing their experiences as new teachers • All teachers have a mentor

  44. Nebraska Algebra/NTN Teachers

  45. NSF SupportedProfessional Development Math in the Middle Institute A master’s program for middle level (5-8) teachers Primarily Math An 18-hour certificate program for K-3 teachers Nebraska Algebra A 9-hour program for Algebra 1 teachers New Teacher Network A 24-hour PD and mentoring program for new teachers Robert Noyce NSF Master Teaching Fellowships A program for extraordinary master teachers Robert Noyce NSF Teaching Fellowships A postbac master’s and certification program

  46. Sustaining the Partnership Nebraska Math and Science Summer Institutes Teachers get a 20% tuition discount We award about $75,000 in supplemental fellowships each year to further lower the cost of graduate education In Summer 2013, NMSSI Courses were offered in 12 Nebraska communities. (A total of 30 courses were offered.) Approximately 10 high school teachers are earning a masters each summer taking NMSSI courses. Between NMSSI & grant funded courses – 19.8% of UNL summer graduate enrollment It is now possible to earn a master’s degree taking all courses online.

  47. Bringing graduate education to Nebraska teachers Courses were held in 12 cities: Ainsworth, Columbus, Fremont, Grand Island, Hastings, Holdrege, Kearney, Lincoln, Norfolk, North Platte, Omaha and Scottsbluff

  48. Sustaining the Partnership NebraskaMATH – Strengthening the UNL-OPS Partnership $5.45 million grant from The Sherwood Foundation® and the Lozier Foundation Funds massive professional development for Nebraska’s largest and most challenged district Primarily Math; Math in the Middle; NTN The Buffett Early Childhood Fund will fund a research and PD initiative for pre-school teachers. LPS-UNL Professional Development program Title I funds will be used to fund cohorts of teachers in Primarily Math and Math in the Middle An Improving Teacher Quality Grant will enable us to work with grade 4-6 teachers in Scottsbluff The Educational Service Unit in Omaha is organizing all the districts surrounding Omaha to offer Primarily Math to another cohort of teachers.

  49. Impact of NSF SupportedProfessional Development Math in the Middle – 185 teachers 156 have earned a master’s degree Primarily Math – 282 teachers 225 have earned a K-3 Math Specialist Certificate Nebraska Algebra – 75 teachers New Teacher Network 64 teachers 61 still teaching in Nebraska Robert Noyce NSF Master Teachers 30 teachers Robert Noyce NSF Teaching Fellows 13 teachers Nebraska Math Summer Institutes 1211 registrations These courses do not use NSF funds

  50. Impact on UNL Many people are involved in NebraskaMATH UNL faculty 36 - 17 from Math Other collegiate faculty 15 UNL graduate students 87 - 54 from Math UNL undergraduates 33 Master teachers 76

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