MMP Design TeamsMMP Design TeamsReform efforts in elementary Reform efforts in elementary and secondary mathematical and secondary mathematical

teacher preparationteacher preparation

UMM Department of UMM Department of MathematicsMathematics

UWM Mathematics Education UWM Mathematics Education FacultyFaculty

Teachers-in-ResidenceTeachers-in-Residence

NSF Site Visit NSF Site Visit Wednesday, June 8, 2005Wednesday, June 8, 2005

Knowing mathematics for teaching Knowing mathematics for teaching includes knowing and being able to do includes knowing and being able to do the mathematics that we would want the mathematics that we would want any competent adult to know. But any competent adult to know. But knowing mathematics for teaching also knowing mathematics for teaching also requires more, and this “more” is not requires more, and this “more” is not merely skill in teaching the material. merely skill in teaching the material. (p. 2)(p. 2)

Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? 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, 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.February 6, 2003; Washington, D.C. Available at http://www.ed.gov/inits/mathscience.

MET Report MET Report RecommendationRecommendation

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

MET Report MET Report RecommendationsRecommendations

Number 6:Number 6: The mathematical education The mathematical education of teachers should be seen as a of teachers should be seen as a partnership between mathematics faculty partnership between mathematics faculty and mathematics education faculty.and mathematics education faculty.

Number 8:Number 8: There needs to be more There needs to be more collaboration between mathematics collaboration between mathematics faculty and school mathematics teachers.faculty and school mathematics teachers.

PurposePurposeDevelop, teach, and revise mathematics content and Develop, teach, and revise mathematics content and

methods courses to prepare prospective teachers methods courses to prepare prospective teachers with a deep understanding of mathematical content with a deep understanding of mathematical content needed for teachingneeded for teaching

Design TeamDesign Team MembersMembers MathematicianMathematician Mathematics educatorMathematics educator Teacher-in-ResidenceTeacher-in-Residence MPS classroom teachersMPS classroom teachers

MET Report MET Report RecommendationRecommendation

Number 2 (ii):Number 2 (ii): The following amount of The following amount of course work for prospective teachers is course work for prospective teachers is recommended:recommended:Prospective middle grades teachers of Prospective middle grades teachers of mathematics should be required to take mathematics should be required to take at least 21 semester hours of at least 21 semester hours of mathematics, that includes at least 12 mathematics, that includes at least 12 semester hours on fundamental ideas of semester hours on fundamental ideas of school mathematics appropriate for school mathematics appropriate for middle grades teachersmiddle grades teachers

Design Team Design Team Courses Courses

Discrete Probability and Statistics for Discrete Probability and Statistics for Elementary TeachersElementary Teachers

Geometry for Elementary TeachersGeometry for Elementary Teachers Problem Solving and Critical Thinking for Problem Solving and Critical Thinking for

Elementary TeachersElementary Teachers Algebraic Structures for Elementary TeachersAlgebraic Structures for Elementary Teachers

Mathematical Explorations for Elementary Mathematical Explorations for Elementary Teachers I and IITeachers I and II

Middle Childhood through Early Adolescence (MCEA)

Core courses for MCEA majors

Informal influence of design Informal influence of design team work on methods team work on methods coursescourses

Impact on students:Impact on students: More aware of the mathematics needed for More aware of the mathematics needed for

teaching and developing the ability to have math teaching and developing the ability to have math conversations.conversations.

Impact on instruction:Impact on instruction: Developing a cohesive sequence of lessons Developing a cohesive sequence of lessons

among the various classes.among the various classes. Anticipating increased rigor in the mathematics Anticipating increased rigor in the mathematics

of the methods coursesof the methods courses

MET Report MET Report RecommendationRecommendation

Number 2 (iii):Number 2 (iii): The following amount of course work The following amount of course work for prospective teachers is recommended:for prospective teachers is recommended:Prospective high school teachers of mathematics Prospective high school teachers of mathematics should be required to complete the equivalent of should be required to complete the equivalent of an undergraduate major in mathematics, that an undergraduate major in mathematics, that includes a 6-hour capstone course connecting includes a 6-hour capstone course connecting their college mathematics courses with high their college mathematics courses with high school mathematics.school mathematics.

Secondary capstone course:Secondary capstone course:

High School Mathematics from an High School Mathematics from an Advanced PerspectiveAdvanced Perspective

Design Team MembersDesign Team MembersProblem SolvingProblem Solving

MATH – MATH – Dr. Richard O’MalleyDr. Richard O’MalleyMATH ED. – MATH ED. – Dr.Dr. Hank Kepner Hank Kepner MATH ED. – MATH ED. – Kelly Kaiser Kelly Kaiser TEACHER - TEACHER - Sharonda Harris Sharonda Harris

Discrete Probability and Discrete Probability and StatisticsStatistics

MATH – MATH – Dr. Richard Dr. Richard Stockbridge Stockbridge

MATH – MATH – Gary LuckGary LuckMATH ED. – MATH ED. – Dr.Dr. Hank KepnerHank KepnerTEACHER – TEACHER – Bernard Rahming Bernard Rahming TEACHER – TEACHER – Pat Pat

HopfenspergerHopfensperger

GeometryGeometry MATH – MATH – Dr. Ric Ancel Dr. Ric Ancel MATH Ed. – MATH Ed. – Dr. Hank Kepner Dr. Hank Kepner TEACHER – TEACHER – Melissa Hedges Melissa Hedges

Algebraic Structures Algebraic Structures MATH – MATH – Dr. Craig Guilbault Dr. Craig Guilbault MATH ED. – MATH ED. – Dr. Hank Kepner Dr. Hank Kepner TEACHER – TEACHER – Connie LaughlinConnie LaughlinTEACHER – TEACHER – Nancy Jo Nancy Jo

GrochowwskiGrochowwski

Secondary Capstone CourseSecondary Capstone Course MATH – MATH – Dr. Kevin McLeod Dr. Kevin McLeod MATH EDMATH ED. – Dr. Hank Kepner . – Dr. Hank Kepner TEACHER – TEACHER – Dan Lotesto Dan Lotesto

175/176 and 275/276175/176 and 275/276 MATH – MATH – Gary Luck Gary Luck MATH – MATH – Dave Ruszkiewicz Dave Ruszkiewicz MATH – MATH – Tom Geil Tom Geil MATH ED. – MATH ED. – Dr. Hank Kepner Dr. Hank Kepner MATH ED. – MATH ED. – Meghan Steinmeyer Meghan Steinmeyer

Challenges of Year 2 Challenges of Year 2

Blending different Blending different cultures and disciplinescultures and disciplines

Tension between desired Tension between desired mathematics content and mathematics content and external limitationsexternal limitations

SustainabilitySustainability

Achievements of Year 2Achievements of Year 2 Collaborative efforts have produced a Collaborative efforts have produced a

better set of coursesbetter set of courses Ownership comes from different Ownership comes from different

perspectivesperspectives Mathematical content drives course Mathematical content drives course

development and revisionsdevelopment and revisions Increased common understanding of Increased common understanding of

mathematics needed for teachingmathematics needed for teaching

Teaching requires justifying, explaining, analyzing Teaching requires justifying, explaining, analyzing errors, generalizing, and defining. It requires errors, generalizing, and defining. It requires knowing ideas and procedures in detail, and knowing ideas and procedures in detail, and knowing them well enough to represent and knowing them well enough to represent and explain them skillfully in more than one way. This explain them skillfully in more than one way. This is is mathematicsmathematics. The failure to appreciate that . The failure to appreciate that this is substantial mathematical work does this is substantial mathematical work does teachers – and the improvement of teaching – a teachers – and the improvement of teaching – a disservice (p. 8). disservice (p. 8).

Ball, D.L. (2003). What mathematical knowledge is needed for Ball, D.L. (2003). What mathematical knowledge is needed for teaching mathematics? prepared for the Secretary’s Summit on teaching mathematics? prepared for the Secretary’s Summit on Mathematics, U.S. Department of Education, February 6, 2003; Mathematics, U.S. Department of Education, February 6, 2003;

Washington, D.C. Available at http://www.ed.gov/inits/mathscience.Washington, D.C. Available at http://www.ed.gov/inits/mathscience.

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