Professional Development Activities and Research Questions

Professional Development Activities ( ) Mathematics/ELL Workshops with teacher mentors TODOS symposia on Mathematics and ELL Mathematics/ELL summer institute sessions with upper elementary, middle, and high school teachers

Teacher Mentors Partnering with New Teacher Center Work with mentors of new teachers Fit within NTC training format Workshops focused on mathematics learning, teaching and working with English Learners/Latinos

TODOS Sessions Conference within a conference format Focus on mathematics learning, teaching, and working with English Learners Targeting math teachers and mathematics teacher educators

Summer Institutes Partnering with North Monterey County District and CSUMB Pre-existing professional development grant (starting year 2) 100 teachers 5-9th grade Hallmark component: lesson Study Need CEMELA expertise in mathematics learning, teaching and working with English learners and Latinos/as

Summer Institutes Conduct a series of special sessions focusing on math learning, teaching, and ELL/Latinos/as in June and August 2005 and again in June 2006 Provide activities, information, and materials that are mathematically- rich, focus attention on mathematical thinking, and illustrate the linguistic and cultural resources of students.

Increase teacher understanding of the following: Language/culture can be a resource (rather than a barrier) for mathematics learning and teaching Latinos/English learners can successfully engage in high level mathematics discussions and problem-solving Teachers play a critical role in promoting mathematics discourse that supports student access to, and advancement in, mathematics.

Summer Institutes Enrich Lesson Study Format (e.g. lesson design, video analysis, math coach) Identify and address participant needs Conduct research

UCSC research focus What is the nature of teachers’ knowledge and beliefs about Latino/a students’ linguistic and cultural backgrounds to create effective mathematics learning environments?  What is the nature and relationship between teacher beliefs about mathematics, language, culture and their instructional practice in mathematics?  What is the relationship between teachers’ conceptions of academic language and their instructional practice in mathematics?  What is the relationship between teachers’ cultural identities (e.g. race, class, culture, language, gender etc.) and their beliefs about teaching mathematics? How does this relationship influence instructional practice in mathematics?

Teacher Questionnaire What are some of the biggest reasons students do well in mathematics? What are some of the biggest reasons why students have difficulty learning mathematics? What are the best ways to help students learn mathematics? What are the best ways to help ELL students learn math?

Teacher Questionnaire In what ways, if at all, do your students’ cultural identities (e.g. race, class, culture, language) inform your vision of teaching math? In what ways, if at all, do your own cultural identities (e.g. race, class, culture, language) inform your vision of teaching math? What would you like to learn more about to help your ELL/Latino students learn math well and advance? What questions do you have about teaching mathematics well to your ELL/Latino students?