1. MODULE(S 2 ) Update for the CSU-MTEP Convening October 10-11, 2014

2. MODULE(S 2 ) Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools Our modules are first about doing and understanding, and then about applying to learning and educating.

3. RAC Partners Paul Kennedy (Colorado State) Brynja Kohler, Joyce Smart (Utah State University) Emina Alibegovic, Tyler Haslam (University of Utah) Margaret Kidd (Cal State Fullerton) Pier Junor Clarke, Nermin Bayazit (Georgia State University) Adam Poetzel (University of Illinois) Rachael Kenney (Purdue) Angela Barlow, Alyson Lischka (Middle Tennessee State U) Dana Franz (Mississippi State U) Michael Mays (West Virginia U) Karen Keene (North Carolina State University) Brian Lawler (Cal. State)

4. Statement of the Problem Prospective teachers do not always have the opportunity to take coursework that builds deep understanding of the mathematics they will be asked to teach Prospective teachers do not always see practice standards modeled in their undergraduate major courses. Appropriate courses and useful modules are developed and integrated school-by-school, independently, with little opportunity to share experience across institutions.

5. Relation to Overall Drivers Module(S) 2

6. Aim Statement Develop four collaboratively-designed modules, and pilot at least one at each Partnership in our RAC (engaging 10 or more pre-service math candidates at each institution) by Spring 2016, that focus on building candidates’ deep understanding of the mathematics they will be asked to teach while engaging them in the Standards for Mathematical Practice.

7. RAC Driver Diagram AIM Primary Drivers Change Ideas Develop four collaboratively- designed modules, and pilot at least one at each Partnership in our RAC (engaging 10 or more pre-service math candidates at each institution) and replicate by Spring 2016, that focus on building candidates’ deep understanding of the mathematics they will be asked to teach while engaging them in the Standards for Mathematical Practice. Develop strong and supportive collaboration among stakeholders. Implement, improve, sustain, and replicate module use Identify content goals (e.g., what do we want to want SMPTS to learn about transformational geometry) Research/share existing materials Create materials Disseminate to reviewers Pilot and refine based on ongoing reflection posts Develop measurement items to assess understanding Provide teaching notes for the module that help instructors understand the CCSSM mathematical practices Develop activities that elicit multiple practices Provide ways for students to demonstrate evidence of engaging in the practices Develop content for the modules that promotes deep understanding of secondary mathematics from an advanced perspective Provide experiences that promote engagement in the standards for mathematical practices Continue periodic conference calls Fund/support collaborators (time, summer money, pd credit) Share information about MTEP, MET II and CCSSM with collaborators Create a teacher handbook with rationale and implementation suggestions Co-teach/co-plan Engage in ongoing evaluation as a team (*apply our measures here) Suggest ways to use the modules (within an existing course, as a new course…)

8. Measures Used Development Development of the module Number of collaborators Categories of collaborators Quality of Collaboration Time needed Successful external review Identify set of intended goals for the module (content/pedagogy) Implementation Take-up Number of instances in which the module is used # of of students per instance # of institutions Demonstrate MKT on Tasks Perceptions of instructors and students Reflection Prompts/surveys Time it takes to teach modules

9. General Approach Taken Step 1: Develop Framework Step 2: Create Initial Module Step 3: Receive Feedback from other Pods/Reviewers & Edit Step 4: Pilot Step 5: Reflect & Revise Step 6: Re-Pilot Step 7: Reflect & Revise Step 8: Share with Broader MTE-P Step 9: Goto Step 6

10. Previous Activities Partnering institutions surveyed Framework and draft template for modules formed Resources shared Modules decided on and outlined: – Transformational geometry – Mathematical modelling – Statistics

11. Modules Flexible 3-5 week units consisting of: – Module Openers – Problem Sets – Instructional Materials – Readings, Demonstrations, Presentations – “Instructor’s Guide” & Suggested Uses – Assessment/Portfolio Items and Tasks Mathematics applied to teaching

12. Current Activities The work on the modules continues Implementation/piloting stages Seek funding

13. Next Steps Reflect & Revise Re-Pilot – recruiting piloting members Seek funding

14. Opportunities for Involvement Join a module writing group! Join a module piloting group!