Transcript The Mathematical Education of Teachers

How Research Has Informed the Design
of Content Courses of K-8 Teachers
Mathematical Preparation and Development of
Teachers at the University of Wisconsin-Milwaukee
DeAnn Huinker, Mathematics Education
Kevin McLeod, Mathematics
University of Wisconsin-Milwaukee
AMTE Conference, Orlando, FL
February 6, 2009
This material is based upon work supported by the National Science Foundation under Grant No.
0314898. Any opinions, findings and conclusions or recommendations expressed in this material are
those of the author and do not necessarily reflect the views of the National Science Foundation (NSF).
UW-Milwaukee Teacher Programs
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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
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Implement recommendations of
The Mathematical Education of
Teachers.
Develop mathematical knowledge
needed for teaching.
Mathematics content tied
to classroom practice.
MET Report Recommendations
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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.
Design Team Philosophy
for Pre-service Courses
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Mathematics faculty provide rigorous
mathematics content.
Mathematics education faculty focus on
mathematical knowledge for teaching.
Classroom teachers (Teacher-inresidence) make connections to
classroom practice in urban settings.
Teachers-in-Residence
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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.
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)
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Mathematics or Science Minor (18 cr)
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Praxis I (required for SOE admission)
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Teaching of Mathematics:
Elementary and Middle Grades (6 cr)
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Praxis II (required for student teaching)
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Portfolio (required for graduation)
Mathematics Focus Area Minor
Courses for MCEA Majors
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Problem Solving
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Geometry
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Discrete Probability and Statistics
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Algebraic Structures
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Calculus experience
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Elective
Geometry
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Geometry as a measuring tool
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Spherical Geometry
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Geometry as a logical system
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Rigid Motions
Preservice Results: MKT Geometry
Math Minor (n = 24)
Math Foundations (n = 204)
Results MKT Geometry
N
Pretest (SD)
Posttest (SD)
Change
Sig
Preservice:
Foundations
204 -0.43 (0.55) -0.04 (0.58)
0.39
.000
Preservice:
Math Minor
24 -0.03 (0.61) 0.24 (0.62)
0.27
.006
Assessment
Leaders
62 -0.36 (0.75) 0.09 (0.69)
0.45
.000
Math Teacher
Leaders
79 -0.10 (0.78) 0.34 (0.81)
0.44
.000
Instrument Source: The University of Michigan, Learning Mathematics for Teaching (LMT) Project.
Course Content, Sequencing, and
Materials
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In what ways are decisions made
regarding the “content” of the
mathematics courses for prospective
teachers?
Given that these courses should
develop mathematical knowledge for
teaching, what are some successful
strategies in meeting that goal?
Pedagogy for Content Courses
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Given that one should “model” good
instruction, what are some
characteristics and examples of
good instruction?
What models have you found
successful in improving the
pedagogy of these courses?
Expanding the Faculty
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Who teaches your mathematics content
courses for prospective elementary
teachers?
What specific challenges have you
encountered in expanding the faculty
for these courses? How are you
addressing these challenges?
What models have you tried to
encourage or support new faculty
in teaching these courses?
Ways to Involve Faculty
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Issues:
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Tenure/publication
Student evaluations
Hiring process
Faculty buy-in/motivation
Solutions we have tried
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Observing experienced faculty
Teachers in Residence
Hiring K-12 teachers
Resources (textbook, articles, Liping Ma, MET)
Course coordinator
Be particular about who teaches course
Attack institutional culture
MMP website
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www.mmp.uwm.edu
DeAnn Huinker
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[email protected]
Kevin McLeod
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[email protected]