Presentation on theme: "TIME Teacher Improvement through Mathematics Education Josh Chesler University of Arizona."— Presentation transcript:
TIME Teacher Improvement through Mathematics Education Josh Chesler University of Arizona
About TIME Partnership between Tucson Unified School District (TUSD) and University of Arizona. Two weeklong intensive workshop. 4 th – 8 th grade teachers from TUSD Taught by U of A Mathematicians and Mathematics Educators. Four daylong follow-up sessions throughout school year. Optional follow-up week the following summer
Content of TIME Four 15-hour modules: Number, Proportion, Fraction, Algebraic Thinking. Follow-up Session. Two 15-hour modules: Geometry and Probability. Driven by the Mathematics Problems. Example: Locker problem
Structure of TIME Four Phases of Instruction. Learn the Content Reinforce the Content Consolidate the Learning Implement the Content Model Instruction which supports high-level mathematical activity.
Some Lessons of TIME Set participants expectations about the learning environment Build a supportive community Make methods explicit Provide ample opportunities for reflection.
Impact of TIME (students) 1 st Quarter to 4 th Quarter Grades and Benchmarks in Math Classes during the school year. ParticipatingControl ChangeN%N%Diff% Grades 6 – 8 Decrease Grade No Change Increase Grade Benchmarks Grades 3-5 Decrease Grade No Change Increase Grade
Impact of TIME (teachers) Learning Mathematics for Teaching (LMT) pre- and post- tests. Tests mathematical skills/knowledge. Every participant participated in testing. The gain of the participating teachers (5.07) versus the control teacher gains (1.15) was 4.5 times greater than the control teachers. Learning Mathematics for Teaching (Hill and Ball, University of Michigan) Pretest to Posttest Results for Teachers Participating in the MSP Project and Comparison/Control Teachers Pre LMTPost LMT LMTNMSDM Diff Numbers Participating Control Algebra Participating Control Geometry Participating Control Total Participating Control
The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.