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MMP Design Teams

MMP Design Teams. Reform efforts in elementary and secondary mathematical teacher preparation UMM Department of Mathematics UWM Mathematics Education Faculty Teachers-in-Residence NSF Site Visit Wednesday, June 8, 2005.

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MMP Design Teams

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  1. MMP Design Teams Reform efforts in elementary and secondary mathematical teacher preparation • UMM Department of Mathematics • UWM Mathematics Education Faculty • Teachers-in-Residence NSF Site Visit Wednesday, June 8, 2005

  2. 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. (p. 2) 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.

  3. MET Report Recommendation Number 1: Prospective teachers need mathematics courses that develop a deep understanding of the mathematics that they teach.

  4. MET Report Recommendations • Number 6: The mathematical education of teachers should be seen as a partnership between mathematics faculty and mathematics education faculty. • Number 8: There needs to be more collaboration between mathematics faculty and school mathematics teachers.

  5. Design Teams Purpose Develop, teach, and revise mathematics content and methods courses to prepare prospective teachers with a deep understanding of mathematical content needed for teaching Design TeamMembers • Mathematician • Mathematics educator • Teacher-in-Residence • MPS classroom teachers

  6. MET Report Recommendation Number 2 (ii): The following amount of course work for prospective teachers is recommended: 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

  7. Design Team Courses Discrete Probability and Statistics for Elementary Teachers Geometry for Elementary Teachers Problem Solving and Critical Thinking for Elementary Teachers Algebraic Structures for Elementary Teachers Mathematical Explorations for Elementary Teachers I and II Middle Childhood through Early Adolescence (MCEA) Core courses for MCEA majors

  8. Informal influence of design team work on methods courses Impact on students: • More aware of the mathematics needed for teaching and developing the ability to have math conversations. Impact on instruction: • Developing a cohesive sequence of lessons among the various classes. • Anticipating increased rigor in the mathematics of the methods courses

  9. MET Report Recommendation Number 2 (iii): The following amount of course work for prospective teachers is recommended: Prospective high school teachers of mathematics should be required to complete the equivalent of an undergraduate major in mathematics, that includes a 6-hour capstone course connecting their college mathematics courses with high school mathematics. Secondary capstone course: • High School Mathematics from an Advanced Perspective

  10. Problem Solving MATH – Dr. Richard O’Malley MATH ED. – Dr.Hank Kepner MATH ED. – Kelly Kaiser TEACHER - Sharonda Harris Discrete Probability and Statistics MATH – Dr. Richard Stockbridge MATH – Gary Luck MATH ED. – Dr.Hank Kepner TEACHER – Bernard Rahming TEACHER – Pat Hopfensperger Geometry MATH – Dr. Ric Ancel MATH Ed. – Dr. Hank Kepner TEACHER – Melissa Hedges Algebraic Structures MATH – Dr. Craig Guilbault MATH ED. – Dr. Hank Kepner TEACHER – Connie Laughlin TEACHER – Nancy Jo Grochowwski Secondary Capstone Course MATH – Dr. Kevin McLeod MATH ED. – Dr. Hank Kepner TEACHER – Dan Lotesto 175/176 and 275/276 MATH – Gary Luck MATH – Dave Ruszkiewicz MATH – Tom Geil MATH ED. – Dr. Hank Kepner MATH ED. – Meghan Steinmeyer Design Team Members

  11. Challenges of Year 2 • Blending different cultures and disciplines • Tension between desired mathematics content and external limitations • Sustainability

  12. Achievements of Year 2 • Collaborative efforts have produced a better set of courses • Ownership comes from different perspectives • Mathematical content drives course development and revisions • Increased common understanding of mathematics needed for teaching

  13. 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 (p. 8). 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.

  14. National Research Council. (2001). Adding it up: Helping children learn mathematics.Wisconsin Department of Public Instruction. (1998). Wisconsin model academic standards for mathematics.

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