A new vision for teacher preparation in mathematics and science

Beyond Bridging

This material is based upon work supported by the National Science Foundation under Grant No. DRL-1019860. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Chantel C. BlackburnDepartment of Mathematics

University of ArizonaFebruary 22, 2011

Overview

Introduction to Beyond BridgingBridging modelsGoing beyond the bridging modelsMath methods course

Beyond Bridging Intro

$2.2 million NSF Research on Learning in Formal and Informal Settings (DRL) Grant

Integrating university science and mathematics education coursework and practica expectations of elementary school classrooms serving diverse populations.

Bridging Models

Placing PS teachers in K-5 classrooms during field placements

Teaching methods courses in K-5 schools

Professional development for K-5 IS teachers to change the K-5 classroom

Beyond Bridging

MentoringInquiry science and

problem solving-based mathematics instruction

Involving IS teachers in building new K-5 teaching practices

Collaborative learning spaces between different communities of practice

K-5 Teachers & Administrators

University Science &

Mathematics Preservice Teacher

Educators

Field Placements & Field Based

Methods Courses

Field Placements & Field Based

Methods Courses

Beyond Bridging

MentoringInquiry science and

problem solving-based mathematics instruction

Involving IS teachers in building new K-5 teaching practices

Collaborative learning spaces between different communities of practice

K-5 Teachers &

Administrators

University Science &

Mathematics Preservice Teacher

Educators

Co-education community / Third Space

Co-education community / Third Space

Scientists & Mathematicia

ns

Beyond Bridging

Building understanding of science and mathematics constructs

Supporting PS teachers in succeeding in multiple communities

Co-constructing new possibilities for learning to teach elementary science and mathematics

K-5 Teachers &

Administrators

University Science &

Mathematics Preservice Teacher

Educators

Co-education community / Third Space

Co-education community / Third Space

Scientists & Mathematicia

ns

Math Methods

Professional development with IS teachers (mentors and whole school)

Paring PS teachers with mentors and buddies

Sub and roving sub days

Math Methods Interviews

PD with IS teachers on student strategies with addition/subtraction and multiplication/division problems

Upper/Lower Elementary IS teachers in math methods

Interviewing students

MM Instructors:Problem Structure

MM Instructors:Problem Structure

IS Teacher:How to Teach

IS Teacher:How to Teach

Multiplication: Total unknown

Partitive Division: Number in each group unknown

Measurement Division: Number of groups unknown

Multiplication/Addition: Total unknown

Division/Subtraction: Total known

Third Space: Multiplication/Division Problems

MM InstructorsMM Instructors IS TeacherIS Teacher

Equity. Excellence in mathematics education requires equity—high expectations and strong support for all students.

Learning. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.

“I have this chart in my classroom for key words. It says total for addition or multiplication.”

“My students would focus on the word times and then they would know what to do. They would multiply. They know that one word and then they could do it.”

Third Space

Resources

Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (1999). Addition and subtraction: Children's solution strategies. In T. Carpenter, E. Fennema, M. Franke, L. Levi, & S. Empson, Children's mathematics: Cognitively Guided Instruction (pp. 15-31). Portsmouth, New Hamshire: Heinemann.

Lewis, A. B., & Mayer, R. E. (1987). Studentsʼ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79(4), 363-371. doi: 10.1037/0022-0663.79.4.363.

Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro , what is ‘quality’?”: Language , literacy , and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-498. doi: 10.1002/tea.1014.

Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. doi: 10.1598/RRQ.39.1.4.

NCTM (2000) Principles and Standards of School Mathematics.