department of mathematics, the university of arizona
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Mathew D. Felton Mary Bouley. Developing Master Teachers in Elementary Mathematics Arizona Master Teachers of Mathematics (AZ-MTM). Department of Mathematics, The University of Arizona. Purpose of AZ-MTM. - PowerPoint PPT PresentationTRANSCRIPT
Developing Master Teachers in Elementary Mathematics
Arizona Master Teachers of Mathematics (AZ-MTM)
Department of Mathematics, The University of Arizona
Mathew D. FeltonMary Bouley
Purpose of AZ-MTM Recruit and support 14 Master Teachers of Mathematics
(MTMs) in elementary mathematics education Participate in a 4½ year professional learning community Receive an annual stipend
MTMs will then provide professional development and leadership at the school, district, and state levels Promote high quality and equitable instruction Serve as mentors Participate in curriculum development Participate in pre-service teacher education Develop and implement professional development for
in-service teachers Take on leadership roles in their schools and/or districts
Sixth Annual Noyce Conference 7/07/2011
Who are the MTMs?
Teach grades 3-6 in Tucson areain a high needs school or district
Have a Master’s degree (in any field) Strong background in mathematics
Degree in a STEM area, or Evidence of advanced content knowledge in a STEM
area Demonstrate proficiency on the Arizona Educators
Proficiency Assessment (AEPA)
Currently have 14 MTMsSixth Annual Noyce Conference 7/07/2011
Design Rationale
Goal of 14 MTMs Provide differentiation and attention to individual
development Have a significant impact in Tucson and across
Arizona
4 ½ year professional learning community Change in identity from teacher to teacher leader Often takes three years or more (Murray & Male,
2005)
Sixth Annual Noyce Conference 7/07/2011
Learning Opportunities Analyze artifacts of practice (Ball & Cohen, 1999)
Participate in professional development that connects to practice (Schifter & Fosnot, 1993; Stein, Smith, & Silver, 1999)
Study research on teacher education and professional development (Borko, 2004; Cochran-Smith, 2003; Smith, 2005)
Study research on equity, mathematical discourse, English Language Learners, and cultural and community knowledge in mathematics education(Chval & Khisty, 2009; Civil, 2002; 2007; Khisty, 1997; Moschkovich, 2002; 2007)
Sixth Annual Noyce Conference 7/07/2011
Two Mutually Supportive Strands
Professional Development and Leadership Primarily facilitated by the AZ K-12 Center
and Pima County Schools Focuses on professional development and leadership
training
Mathematics Study Group Primarily facilitated by UA mathematics education
faculty Focuses on mathematics education content knowledge,
pedagogical knowledge, and research
Sixth Annual Noyce Conference 7/07/2011
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
AZ K-12 Center
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
AZ K-12 Center•Cognitive CoachingSM
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
AZ K-12 Center•Cognitive CoachingSM •Content Coaching•Summer Leadership Institute
Pima County Schools
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
AZ K-12 Center•Cognitive CoachingSM •Content Coaching•Summer Leadership Institute
Pima County Schools•Systems Thinking •PD Training 101
Proposal BasedIndividual and/or
PartnersPre-Service Teachers
Family/Community
Year 1
Year 5
PD/Leadership(summers,
weekends)
Mathematics Study Group(evening courses)
Training
Practicum
AZ K-12 Center•Cognitive CoachingSM •Content Coaching•Summer Leadership Institute
Pima County Schools•Systems Thinking •PD Training 101
Proposal BasedIndividual and/or
PartnersPre-Service Teachers
Family/Community
Content Strands•Early Algebraic Reasoning•Number and Operations•Geometry and Measurement•Data Analysis and Probability
Themes•Understanding Research•National and State Standards•Professional Development•Equity and Diversity
Goals of Mathematics Study Group Connect research to classroom practice
(e.g., Chapin, O’Connor, & Anderson, 2003; Sowder & Schappelle, 2002)
Understand frameworks forteaching and learning mathematics(e.g., Ball, Thames, & Phelps, 2008; National Research Council, 2001)
Explicit attention to equity in mathematics education
Deepening MTMs’ mathematical knowledgeSixth Annual Noyce Conference 7/07/2011
Last Semester Early Algebraic Reasoning
Thinking MathematicallyCarpenter, Franke, & Levi (2003)
Research and practitioneroriented articles
Discuss how MTMs’ have integrated ideas into their teaching
Family/community connections to the mathematics classroom
Student interviews
Sixth Annual Noyce Conference 7/07/2011
Student Interviews Videotaped interview of two students An opportunity to…
learn about student thinking, not to teach or asses get a “close up” view of early algebraic reasoning practice focusing on student thinking
MTMs designed tasks/questions to focuson some aspect of algebraic reasoning
Present findings and selected clips to theTeacher Study Group
Sixth Annual Noyce Conference 7/07/2011
An Example: The Trapezoid Problem Completed in Teacher Study Group Discussed in a class reading (Blanton & Kaput, 2003)
How many people can sit if there are… Two trapezoids, 14 trapezoids, 127 trapezoids, n trapezoids?
How do you know? Can you come up with multiple solutions?
Sixth Annual Noyce Conference 7/07/2011
Questions/Discussion
Sixth Annual Noyce Conference 7/07/2011