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Beyond Bridging

Beyond Bridging. A new vision for teacher preparation in mathematics and science. Chantel C. Blackburn Department of Mathematics University of Arizona February 22, 2011.

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Beyond Bridging

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  1. Beyond Bridging A new vision for teacher preparation in mathematics and science Chantel C. Blackburn Department of Mathematics University of Arizona February 22, 2011 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.

  2. Overview • Introduction to Beyond Bridging • Bridging models • Going beyond the bridging models • Math methods course

  3. 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.

  4. 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

  5. Beyond Bridging • Mentoring • Inquiry 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 Field Placements & Field Based Methods Courses University Science & Mathematics Preservice Teacher Educators

  6. Beyond Bridging • Mentoring • Inquiry 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 Scientists & Mathematicians Co-education community / Third Space University Science & Mathematics Preservice Teacher Educators

  7. 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 Scientists & Mathematicians Co-education community / Third Space University Science & Mathematics Preservice Teacher Educators

  8. Math Methods • Professional development with IS teachers (mentors and whole school) • Paring PS teachers with mentors and buddies • Sub and roving sub days

  9. 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

  10. Third Space: Multiplication/Division Problems MM Instructors: Problem Structure 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

  11. Third Space MM Instructors IS 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.”

  12. 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.

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