mathematical preparation and development of teachers at the university of wisconsin-milwaukee deann...
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Mathematical Preparation and Development of Teachers at the University of Wisconsin-Milwaukee
DeAnn Huinker, Mathematics EducationKevin McLeod, MathematicsUniversity of Wisconsin-Milwaukee
AMTE Conference, Orlando, FLFebruary 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).
How Research Has Informed the Design of Content Courses of K-8 Teachers
UW-Milwaukee Teacher Programs
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
Implement recommendations of The Mathematical Education of Teachers.
Develop mathematical knowledge needed for teaching.
Mathematics content tied to classroom practice.
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.
MET Report Recommendations
Design Team Philosophy for Pre-service Courses
Mathematics faculty provide rigorous mathematics content.
Mathematics education faculty focus on mathematical knowledge for teaching.
Classroom teachers (Teacher-in-residence) make connections to classroom practice in urban settings.
Teachers-in-Residence 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)
Mathematics or Science Minor (18 cr)
Praxis I (required for SOE admission)
Teaching of Mathematics: Elementary and Middle Grades (6 cr)
Praxis II (required for student teaching)
Portfolio (required for graduation)
Mathematics Focus Area Minor Courses for MCEA Majors
Problem Solving Geometry Discrete Probability and Statistics Algebraic Structures Calculus experience Elective
Geometry
Geometry as a measuring tool Spherical Geometry Geometry as a logical system Rigid Motions
Preservice Results: MKT Geometry
Math Foundations (n = 204)
Math Minor (n = 24)
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
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
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
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• Issues:
– Tenure/publication– Student evaluations– Hiring process – Faculty buy-in/motivation
• Solutions we have tried– 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
