Mathematical Preparation and Development of Teachers at the University of Wisconsin-Milwaukee DeAnn Huinker, Mathematics Education Kevin McLeod, Mathematics University of Wisconsin-Milwaukee AMTE Conference, Orlando, FL February 6, 2009 This material is based upon work supported by the National Science Foundation under Grant No Any opinions, findings and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation (NSF). How Research Has Informed the Design of Content Courses of K-8 Teachers

UW-Milwaukee Teacher Programs  Early Childhood (ECE, Birth-age 8)  Middle Childhood through Early Adolescence (MCEA, grades 1-8)  Early Adolescence through Adolescence (EAA, grades 6-12)

MCEA Program Structure Required of all MCEA students: 2 content area minors, 18 credits each Option A: Mathematics or Natural Sciences Option B: Social Studies or English/Language Arts or Bilingual/ESL/World Languages

Mathematics Design Teams  Implement recommendations of The Mathematical Education of Teachers.  Develop mathematical knowledge needed for teaching.  Mathematics content tied to classroom practice.

 Prospective teachers need mathematics courses that develop a deep understanding of the mathematics that they teach.  The mathematical education of teachers should be seen as a partnership between mathematics faculty and mathematics education faculty.  There needs to be more collaboration between mathematics faculty and school mathematics teachers. MET Report Recommendations

Design Team Philosophy for Pre-service Courses  Mathematics faculty provide rigorous mathematics content.  Mathematics education faculty focus on mathematical knowledge for teaching.  Classroom teachers (Teacher-in- residence) make connections to classroom practice in urban settings.

Teachers-in-Residence  Experienced teachers from the Milwaukee Public Schools.  On special assignment at the university.  Link academic teacher preparation and urban classroom practice.  Align teacher preparation and K-12 reform initiatives.

MET Report Recommendations Prospective middle grades teachers of mathematics should be required to take at least 21 semester hours of mathematics, that includes at least 12 semester hours on fundamental ideas of school mathematics appropriate for middle grades teachers. CBMS. (2001). The Mathematical Education of Teachers.

MCEA (Grades 1-8) Sequence  Mathematical Explorations for Elementary Teachers, I & II (6 cr)  Mathematics or Science Minor (18 cr)  Praxis I (required for SOE admission)  Teaching of Mathematics: Elementary and Middle Grades (6 cr)  Praxis II (required for student teaching)  Portfolio (required for graduation)

Mathematics Focus Area Minor Courses for MCEA Majors  Problem Solving  Geometry  Discrete Probability and Statistics  Algebraic Structures  Calculus experience  Elective

Geometry  Geometry as a measuring tool  Spherical Geometry  Geometry as a logical system  Rigid Motions

Preservice Results: MKT Geometry Math Foundations (n = 204) Math Minor (n = 24)

Results MKT Geometry NPretest (SD)Posttest (SD)ChangeSig Preservice: Foundations (0.55)-0.04 (0.58) Preservice: Math Minor (0.61)0.24 (0.62) Assessment Leaders (0.75)0.09 (0.69) Math Teacher Leaders (0.78)0.34 (0.81) Instrument Source: The University of Michigan, Learning Mathematics for Teaching (LMT) Project.

Course Content, Sequencing, and Materials  In what ways are decisions made regarding the “content” of the mathematics courses for prospective teachers?  Given that these courses should develop mathematical knowledge for teaching, what are some successful strategies in meeting that goal?

Pedagogy for Content Courses  Given that one should “model” good instruction, what are some characteristics and examples of good instruction?  What models have you found successful in improving the pedagogy of these courses?

Expanding the Faculty  Who teaches your mathematics content courses for prospective elementary teachers?  What specific challenges have you encountered in expanding the faculty for these courses? How are you addressing these challenges?  What models have you tried to encourage or support new faculty in teaching these courses?

Ways to Involve Faculty Issues: – Tenure/publication – Student evaluations – Hiring process – Faculty buy-in/motivation Solutions we have tried – Observing experienced faculty – Teachers in Residence – Hiring K-12 teachers – Resources (textbook, articles, Liping Ma, MET) – Course coordinator – Be particular about who teaches course – Attack institutional culture

MMP website DeAnn Huinker Kevin McLeod