1 / 20

Department of Mathematics, The University of Arizona

Mathew D. Felton Mary Bouley. Developing Master Teachers in Elementary Mathematics Arizona Master Teachers of Mathematics (AZ-MTM). Department of Mathematics, The University of Arizona. Purpose of AZ-MTM.

lowri
Télécharger la présentation

Department of Mathematics, The University of Arizona

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mathew D. Felton Mary Bouley Developing Master Teachers in Elementary MathematicsArizona Master Teachers of Mathematics (AZ-MTM) Department of Mathematics, The University of Arizona

  2. Purpose of AZ-MTM • Recruit and support 14 Master Teachers of Mathematics (MTMs) in elementary mathematics education • Participate in a 4½ year professional learning community • Receive an annual stipend • MTMs will then provide professional development and leadership at the school, district, and state levels • Promote high quality and equitable instruction • Serve as mentors • Participate in curriculum development • Participate in pre-service teacher education • Develop and implement professional development forin-service teachers • Take on leadership roles in their schools and/or districts Sixth Annual Noyce Conference

  3. Who are the MTMs? • Teach grades 3-6 in Tucson areain a high needs school or district • Have a Master’s degree (in any field) • Strong background in mathematics • Degree in a STEM area, or • Evidence of advanced content knowledge in a STEM area • Demonstrate proficiency on the Arizona EducatorsProficiency Assessment (AEPA) • Currently have 14 MTMs Sixth Annual Noyce Conference

  4. Design Rationale • Goal of 14 MTMs • Provide differentiation and attention to individual development • Have a significant impact in Tucson and across Arizona • 4 ½ year professional learning community • Change in identity from teacher to teacher leader • Often takes three years or more (Murray & Male, 2005) Sixth Annual Noyce Conference

  5. Learning Opportunities • Analyze artifacts of practice (Ball & Cohen, 1999) • Participate in professional development that connects to practice (Schifter & Fosnot, 1993; Stein, Smith, & Silver, 1999) • Study research on teacher education and professional development (Borko, 2004; Cochran-Smith, 2003; Smith, 2005) • Study research on equity, mathematical discourse, English Language Learners, and cultural and community knowledge in mathematics education(Chval & Khisty, 2009; Civil, 2002; 2007; Khisty, 1997; Moschkovich, 2002; 2007) Sixth Annual Noyce Conference

  6. Two Mutually Supportive Strands • Professional Development and Leadership • Primarily facilitated by the AZ K-12 Centerand Pima County Schools • Focuses on professional development and leadership training • Mathematics Study Group • Primarily facilitated by UA mathematics education faculty • Focuses on mathematics education content knowledge,pedagogical knowledge, and research Sixth Annual Noyce Conference

  7. Year 1 Year 5 PD/Leadership Training (summers, weekends) Practicum Mathematics Study Group (evening courses)

  8. Year 1 Year 5 PD/Leadership Training AZ K-12 Center (summers, weekends) Practicum Mathematics Study Group (evening courses)

  9. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM (summers, weekends) Practicum Mathematics Study Group (evening courses)

  10. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools (summers, weekends) Practicum Mathematics Study Group (evening courses)

  11. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools • Systems Thinking • PD Training 101 (summers, weekends) Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community Practicum Mathematics Study Group (evening courses)

  12. Year 1 Year 5 PD/Leadership Training • AZ K-12 Center • Cognitive CoachingSM • Content Coaching • Summer Leadership Institute • Pima County Schools • Systems Thinking • PD Training 101 (summers, weekends) Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community Practicum Mathematics Study Group (evening courses) • Content Strands • Early Algebraic Reasoning • Number and Operations • Geometry and Measurement • Data Analysis and Probability • Themes • Understanding Research • National and State Standards • Professional Development • Equity and Diversity

  13. Goals of Mathematics Study Group • Connect research to classroom practice(e.g., Chapin, O’Connor, & Anderson, 2003; Sowder & Schappelle, 2002) • Understand frameworks forteaching and learning mathematics(e.g., Ball, Thames, & Phelps, 2008; National Research Council, 2001) • Explicit attention to equity in mathematics education • Deepening MTMs’ mathematical knowledge Sixth Annual Noyce Conference

  14. Last Semester • Early Algebraic Reasoning • Thinking MathematicallyCarpenter, Franke, & Levi (2003) • Research and practitioneroriented articles • Discuss how MTMs’ have integrated ideas into their teaching • Family/community connections to the mathematics classroom • Student interviews Sixth Annual Noyce Conference

  15. Student Interviews • Videotaped interview of two students • An opportunity to… • learn about student thinking, not to teach or asses • get a “close up” view of early algebraic reasoning • practice focusing on student thinking • MTMs designed tasks/questions to focuson some aspect of algebraic reasoning • Present findings and selected clips to theTeacher Study Group Sixth Annual Noyce Conference

  16. An Example: The Trapezoid Problem • Completed in Teacher Study Group • Discussed in a class reading (Blanton & Kaput, 2003) • How many people can sit if there are… • Two trapezoids, • 14 trapezoids, • 127 trapezoids, • n trapezoids? • How do you know? • Can you come up with multiple solutions? Sixth Annual Noyce Conference

  17. Questions/Discussion Sixth Annual Noyce Conference

More Related