karen corlyn kcorlyn@uwm lee ann pruske lapruske@uwm

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Karen Corlyn [email protected] Lee Ann Pruske [email protected] Making Mathematics Meaningful and Memorable Paige Richards [email protected] Mary Mooney [email protected] Association of Mathematical Teacher Educators Tulsa, Oklahoma January 24-26,2008 Hank Kepner [email protected]

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Making Mathematics Meaningful and Memorable. Hank Kepner [email protected]. Karen Corlyn [email protected] Lee Ann Pruske [email protected]. Paige Richards [email protected] Mary Mooney [email protected]. Association of Mathematical Teacher Educators Tulsa, Oklahoma January 24-26,2008. - PowerPoint PPT Presentation

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Page 1: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Karen Corlyn [email protected]

Lee Ann Pruske [email protected]

Making Mathematics Meaningful and

MemorablePaige Richards [email protected]

Mary Mooney [email protected]

Association of Mathematical Teacher Educators

Tulsa, Oklahoma January 24-26,2008

Hank Kepner

[email protected]

Page 2: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Teachers-in-Residence

Experienced teachers from Milwaukee Public Schools.

On special assignment at the University of Wisconsin - Milwaukee.

Link academic teacher preparation and urban classroom practice. 

Align teacher preparation and K-12 reform initiatives.

Page 3: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

MET Report Recommendations

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.

Prospective teachers need mathematics courses that develop a deep understanding of the mathematics that they teach.

Page 4: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

University of

Wisconsin-Milwaukee

Milwaukee Area

Technical College

Milwaukee Public

Schools

Page 5: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

University of

Wisconsin-Milwaukee

Milwaukee Area

Technical College

Milwaukee Public

Schools

MMP

Page 6: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Mathematics Course Work

Mathematical Explorations for Elementary Teachers I and II Mathematics Methods for Elementary and Middle

School.

Discrete Probability and Statistics for Elementary Teachers

Geometry for Elementary Teachers Problem Solving and Critical Thinking for

Elementary Teachers Algebraic Structures for Elementary Teachers

Middle Childhood through Early Adolescence (MCEA) Math Minor

Core courses for MCEA majors

Page 7: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

MathematiciansMathematics

Educators

Teachers-in-Residence

Page 8: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

National Research Council’sStrands of Proficiency

Adding It Up, 2001

Adaptive Reasoning Strategic Competence Conceptual

Understanding Productive Disposition Procedural Fluency

Page 9: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Framework

Page 10: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Middle School Math Methods

Discrete Probability and Statistical Analysis

Algebra Structures

Karen CorlynMPS Middle School Teacher-in-Residence @ UWM

Page 11: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making it accessible

Page 12: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making it accessible

Page 13: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Negations of Statements Utilizing Quantifiers.

Statement NegationSome a are b.(Some cats are black)

No a is b.(No cat is black)

Some a are not b.(Some cats are not black)

All a are b.(All cats are black)

All a are b.(All cats are black)

Some a are not b.(Some cats are not black)

No a is b.(No cat is black)

Some a are b.(Some cats are black)

Page 14: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making it accessible

We now paste these diagrams together as such:

The resulting diagram completely describ es the . composition To see

, this compare the list of values obtained in Activity 3.23 with this . pasted diagram If we want to, we may eliminate the ‘ ’seam f rom

this diagram to obtain our usual sort of function di .agram

3

4 5 6 7

a

b

c d

3. FUNCTIONS

function diagram.

a

b

c

d

3

4 5 6 7

Page 15: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making it accessible

Page 16: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making relevant connections

Page 17: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making relevant connections

Page 18: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making relevant connections

Page 19: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making relevant connections

Page 20: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about making relevant connections

Page 21: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

It’s about building understanding

Laura and Maddie using manipulatives (two color counters and Hershey Kisses) to solve the equation:

3 3 12x + =

Page 22: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Most of all,It’s all about the conversations . . .

Page 23: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Framework

Page 24: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Lee Ann PruskeMPS Elementary School Teacher-in-Residence @ UWM

Elementary School Math Methods

Geometry

Problem Solving

Page 25: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Collaboration . . .

"The TIR's bring the perspective of how to present this (the content) in an elementary classroom, and what a teacher could expect from the elementary school students. They ground the course and make it relevant to the future experience of the prospective teachers”

Gabriella Pinter, PhD

Page 26: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Geometry on the Sphere

Page 27: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Collaboration . . .

“The TIR's move the class to hands-on activities and discussions quickly. This opens up the classroom to a different level of discourse and involvement than is usually found in a university math class.”

“The TIR's look more critically at who is in a presentation group, adjusting group dynamics to enhance presentations and problem solving"

Gabriella Pinter, PhD

Page 28: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Paige RichardsMPS Elem. School Teacher-in-Residence @ UWM & MATC

Co-teach mathematics foundations courses at MATC.

Design, implement and supervise math internships.

Facilitate the student transition from MATC to UWM School of Education.

Page 29: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Collaboration . . .

"As a mathematician, I can attest that the greatest addition our TIR has brought to the content courses in mathematics for elementary teachers at this college has been her knowledge and experience of pedagogical issues.  Her K-12 classroom expertise has been invaluable in the transformation of our pre-service teacher courses.” 

David Ruszkiewicz, MATC 

Page 30: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Mary MooneyMPS High School Teacher-in-Residence @ UWM

Secondary School Math Methods

Middle School Math Methods

High School Algebra Labs

Page 31: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

Framework

Page 32: Karen Corlyn kcorlyn@uwm Lee Ann Pruske lapruske@uwm

This material was developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation under Grant No. 0314898. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Foundation.

www.mmp.uwm.edu