Building partnerships to strengthen mathematics teaching

and learning

Jim LewisUniversity of Nebraska-Lincoln

My (relevant) background• Math Professor at University of Nebraska-Lincoln• President, UNL Faculty Senate (1987 – 1988) • Chair of Mathematics (1988 – 2003)• Director, UNL Center for Science, Mathematics and

Computer Education (2003 – present)• Chair of Writing Team for The Mathematical

Education of Teachers II• PI for two NSF Math Science Partnerships• Very interested in mathematics teacher education

Quick version of talk• Need– Improve K-12 mathematics education– Strengthen the mathematical education of teachers

• Role for Mathematicians• Importance of Partnerships– Challenges

• Nebraska – An example of is possible• Thoughts on engaging mathematicians• Preliminary evidence that improvement is possible

Where might a mathematician have impact?

• Department of mathematics– Quality of instruction in undergraduate math courses– Mathematics courses for teachers

• University• Local Community• State, province or region• Nation• International

Goal: Strengthen the Mathematical Knowledge of Nebraska Teachers (and K-12 Students)

Nebraska – 77,350 mi2 New England – 72,000 mi2

The Current U.S. Education System

Many K-12 students do not learn challenging mathematics

Those students enter college unprepared for college

mathematics; the ones who do understand mathematics often

do not to enter teaching

Future elementary teachers take very few mathematics courses;

those taken by secondary teachers do not prepare them to

develop mathematical knowledge for teaching

Those same prospective teachers are apprenticed in classrooms of teachers who themselves know

little mathematics

Teachers are left to their own devices in terms of continuing their mathematical education

The result– Many teachers do not know the mathematics that

they will now be required to teach– Many teachers do not have an opportunity to

learn that mathematics in preservice preparation or professional development in any methodical, sustained, planful waySuzanne Wilson, former chair, Teacher Education at Michigan State, presentation at the 2011 CBMS Forum on Teaching Teachers in the Era of the Common Core

This impacts our daily lives

This was located in the upper left hand corner of USA Today

9

In the U.S. sometimes we laugh about our math ability

10

And sometimes we just refuse to do math

A recent U.S. study linked math results from the 2011 TIMMS and NAEP reports• Here are some scores by nation or state based on the TIMSS

average of 500.

613 South Korea 512 Ontario (Canada)611 Singapore 511 Nebraska609 Chinese Taipei 510 Utah570 Japan 509 United States561 Massachusetts 502 Arizona547 Vermont 502 Michigan545 Minnesota 500 Louisiana532 Quebec (Canada) 493 California

Is U.S. education making progress?

• … our overall public school system … has shown little sign of improvement, particularly in mathematics and science

• The unanimous view of the committee members … is that our nation’s outlook has worsened.

• The two highest priority actions for the nation … are to provide teachers in every classroom qualified to teach the subject they teach and to double the federal investment in research.

The realities of scale

My view

Society (at least in the U.S.) expects our universities to make a major contribution to improving K-12 education and, in particular, K-12 mathematics education.

and Investing in high quality teachers is the single

most important thing we can do to improve K-12 mathematics learning.

My view

and,In today’s university environment, it will help our mathematics departments thrive if we are recognized for major contributions to mathematics teacher education.

Why involve mathematicians?

Because the mathematical knowledge of teachers matters

The essential competencies of an effective teacher are command of subject, preparation in effective pedagogical practice, and high overall academic performance.

To Touch the FutureAmerican Council on Education

The Challenge

• What Mathematics do Teachers “Need to Know” and How Should They “Come to Know” Mathematics?– What does it mean to offer challenging courses and

curricula for math teachers?

– How do we help teachers translate the mathematics they come to know into classroom practice that leads to improved student learning?

Recommendations fromThe Mathematical Education of Teachers II

• Prospective teachers need mathematics courses that develop a solid understanding of the mathematics they will teach.

• Coursework that allows time to engage in reasoning, explaining, and making sense of the math that prospective teachers will teach is needed to produce well-started beginning teachers.• Elementary teachers – at least 12 hours on fundamental

ideas of elementary mathematics …• Middle grades (5-8) teachers – at least 24 hours of

mathematics that includes 15 hours on fundamental ideas of school mathematics appropriate for ML teachers.

• High School teachers – the equivalent of a major that includes three courses with a primary focus on high school mathematics from an advanced viewpoint.

MET2 recommendations

• Throughout their careers, teachers need opportunities for continued professional growth in their mathematical knowledge.

• All courses and PD experiences for mathematics teachers should develop the habits of mind of a mathematical thinker and problem-solver, such as reasoning and explaining, modeling, seeing structure, and generalizing.

• At institutions that prepare teachers, teacher education must be recognized as an important part of a math department’s mission and should be undertaken in collaboration with math education faculty. More math faculty need to become deeply involved in PreK-12 math education by participating in preparation and professional development for teachers and becoming involved with local schools and districts.

Mathematicians cannot do it aloneOutstanding mathematics teaching requires interdisciplinary knowledge, including:– Mathematical knowledge– Pedagogical knowledge– Knowledge of the students you teach

Mathematics teaching is an extraordinarily complex activity involving interactions among teachers, students, and the mathematics to be learned in real classrooms. (National Math Panel, 2008)

The value added by a true collaboration with a mathematics educator cannot be overestimated.

Partnerships• Mathematicians• Mathematics Educators• Teacher Educators• K-12 Teachers• K-12 Administrators• Others ?

But Partnerships are hard to establish and hard to maintain.

Historically(before all of us got involved, of course)

Faculty in Colleges of Education thought teacher education was their job. They taught many pedagogy classes and educational psychology courses and certified teachers. Faculty said that content knowledge was important, but their requirements often told a different story.

Mathematicians taught math classes with a focus on educating math

majors for graduate school. They had little respect for their students who wanted to be teachers, especially students who wanted to be elementary teachers.

There was very little communication between the two groups of faculty. At least this was true on my campus.In this environment, developing a partnership is difficult.

Why are partnerships so difficult?

• Respect may be in short supply

Anyone who cannot cope with mathematics is not fully human. At best he is a tolerable subhuman who has learned to wear shoes, bathe, and not make messes in the house.

Reportedly a sign on the wall of Ron Graham’s office in New Jersey – as reported in an article about Erdos in The Atlantic Monthly, November 1987

Why are partnerships so difficult?

• There are cultural differences

Why Can’t a Woman, Be More Like a Man?

Professor Henry HigginsMy Fair Lady

Beliefs of Math and El Ed Faculty1 2 3 4

Strongly Disagree Disagree Agree Strongly Agree

El Ed Math Question • 1.71 2.12 Stated from Traditional Viewpoint

------------------------------------------------------------------------------• 2.00 2.92 Algorithms are best learned through repeated

drill and practice.• 1.57 2.55 An advantage of teaching math is that there is

one correct answer.• 2.00 3.22 Frequent drills on the basic facts are essential

in order for children to learn them.• 1.83 2.70 Time should be spent practicing computational

procedures before children are expected to understand the procedures.

• 2.83 2.14 The use of key words is an effective way for children to solve word problems.

Beliefs of Math and El Ed Faculty1 2 3 4

Strongly Disagree Disagree Agree Strongly Agree

El Ed Math Question • 3.27 3.07 Stated from Reform Viewpoint ------------------------------------------------------------------------• 3.29 2.25 Teachers should let children work from

their own assumptions when solving problems.

• 3.86 2.78 Mathematics assessment should occur every day.

• 2.71 3.40 Leading a class discussion is one of the most important skills for a math teacher.

Barriers to a Successful Partnership at UNL

• Students took math courses before admission to Elementary Education Program

• Methods courses grouped leaving no room for a math class

• Math for Elementary Education was often taught by graduate students or part-time lecturers

• Cultural differences in how instruction delivered and students assessed– Fall 2000 Undergraduate GPA by Department• Math 2.53 (UNL’s lowest)• Curr & Inst 3.64 (among highest)

(more) Barriers to a Successful Partnership at UNL • Math expectations seem to overwhelm students in

Elementary Education• Student evaluations critical of math faculty

Type of Course Faculty GPA #Students– Honors class 3.20 1,367– All faculty courses 3.04

16,693– Large Lectures 2.88 6,060– Education Majors 2.48 726

Comments from a math class for elementary school teachers:

(the course GPA was 2.93)

• This wasn't a course where we learn to teach math. Why do we have to explain our answers.

• Tests are invalid. They ask questions we have never seen before. It would help if we knew more about the questions on the exams - If examples in class were used on the exams.

• Her way of assessing her class aren't fair.• There was never partial credit. When 20 people drop a

class ... there is an obvious problem. [Note: 3 of 33 students dropped the class.]

• Test materials were not consistent or reliable with the material covered in class. Grading was very biased.

Comments from a Contemporary Math class • (She) does a good job making the subject matter

interesting. She always seems very enthusiastic about the class and and actual work. More teachers should be like her.

• (She) is a great teacher with a love for her subject that becomes addictive. It has really been my lucky pick to have gotten her as an instructor.

• (She) made the class exciting. It is obvious she enjoys math and teaching. She was always clear in her expectations and directions.

• (She) was one of the best teachers I have had here at UNL. She was always available for questions!

• This was a very good class. I failed the class last semester with a different teacher but (she) did a much better job and I am doing great in the class!

Ancient History• 1987/88 – I was President of our Faculty Senate• Fall 1998 – I became chair of the math department• 1989 – Obtained state funding for JUMP, a junior testing

program to advice students about college• 1989 – Small grant to develop a state math coalition• 1990 – Applied for a Statewide Systemic Initiative grant.• 1991 – 1998 Nebraska Math and Science Initiative• 1995 – 1999 Math & Science Education Area of Strength• 1996 – Permanent funding for the Center for Science,

Mathematics and Computer Education

Starting Over ~1999• With the end of the SSI grant, we had a Center with

modest infrastructure funding but limited capacity to fund new initiatives.

• In 1999, we formed partnership with the new math supervisor for the Lincoln Public Schools (Matt Larson) and together we managed to “co-fund” some professional development workshops for teachers.

• I was heavily involved in several national publications:– Towards Excellence: Chairing a Doctoral Mathematics

Department in the 21st Century– The Mathematical Education of Teachers– Educating Teachers of Science, Mathematics and Technology:

New Practices for the New Millennium

Enter Ruth Heaton

Ruth was a student ofMaggie Lampert andDeborah Ball at MSU.

Ruth and I formed apartnership that haslasted 15 years.

Our first joint effortwas Math Mattersa $200,000 CCLI grant from NSF that startedJanuary 1, 2000

Math Matters A Mathematics – Education Partnership

Our Vision• Create a mathematician – mathematics educator

partnership with the goal of improving the mathematics education of future elementary school teachers

• Link field experiences, pedagogy and mathematics instruction

• Create math classes that are both accessible and useful for future elementary school teachers

The result

• The Mathematics Semester– Students in Elementary Education at UNL

participate in a 4-courses, integrated learning experience where they take a math class, a math methods class, a second pedagogy course, and have a field experience in an elementary school two days a week.

• Developed four math courses for elementary education majors

Math in the Middle Institute Partnership

• A 25-month (12 course) masters program that educates and supports teams of outstanding middle level math teachers who will become intellectual leaders in their schools, districts, and ESUs.

• A major initiative to provide evidence-based contributions to research on learning, teaching, and professional development.

• A special focus on rural teachers, schools, and districts.

M2 Goal Invest in high-quality teachers in order to improve K-12 student achievement in mathematics and to significantly reduce achievement gaps in the mathematical performance of diverse student populations.

Math in the Middle Instructional Model

SUMMER• Offer 1 and 2 week classes.• Class meets from 8:00 a.m. -

5:00 p.m.• 35 teachers – 5 instructors in

class at one time.• Substantial homework each

night.• End-of-Course problem set

– Purpose – long term retention of knowledge gained.

ACADEMIC YEAR• Two-day (8:00 – 5:00) on-

campus class session.• Course completed as an on-

line, distance education course using Blackboard and Adobe Connect.– Major problem sets– End-of-Course problem set– Substantial support

available for teachers

Math in the Middle Teachers156 teachers have earned a master’s degree.

A statewide partnership led by university faculty

GOAL: An active, mature K-16 partnership that can be sustained by state dollars and other grants after the end of NSF funding and that links mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators to improve K-12 mathematics education in Nebraska.

Primarily Math

• Focuses on strengthening the teaching & learning of mathematics in grades K-3

• Six course, 18-credit hour program leading to a K-3 Mathematics Specialist certificate– 3 mathematics courses– 3 pedagogy courses

• Optional 7th course focusing on leadership• On-going support in the form of study groups

lasting 2 years after coursework

Primarily Math Teachers

Nebraska Algebra• 9 hours of graduate coursework– Math 810T: Algebra for Algebra Teachers– EDPS 991: Cognition and Instruction for High School

Algebra Teachers– TEAC 991: Field Studies in Mathematics

• Some districts are able to provide participants with an algebra coach– If a coach is not available, we provide a teacher mentor

• All teachers have a university mentor

New Teacher Network

• A program for secondary math teachers in their first three years in the profession.

• 24 hours of graduate coursework• A community of professionals sharing their

experiences as new teachers• All teachers have a mentor

Nebraska Algebra/NTN Teachers

NSF SupportedProfessional Development

• Math in the Middle Institute– A master’s program for middle level (5-8) teachers

• Primarily Math– An 18-hour certificate program for K-3 teachers

• Nebraska Algebra– A 9-hour program for Algebra 1 teachers

• New Teacher Network– A 24-hour PD and mentoring program for new teachers

• Robert Noyce NSF Master Teaching Fellowships– A program for extraordinary master teachers

• Robert Noyce NSF Teaching Fellowships– A postbac master’s and certification program

Sustaining the Partnership• Nebraska Math and Science Summer Institutes – Teachers get a 20% tuition discount– We award about $75,000 in supplemental fellowships each

year to further lower the cost of graduate education– In Summer 2013, NMSSI Courses were offered in 12

Nebraska communities. (A total of 30 courses were offered.)– Approximately 10 high school teachers are earning a

masters each summer taking NMSSI courses. – Between NMSSI & grant funded courses – 19.8% of UNL

summer graduate enrollment– It is now possible to earn a master’s degree taking all

courses online.

Bringing graduate education to Nebraska teachers

Courses were held in 12 cities: Ainsworth, Columbus, Fremont, Grand Island, Hastings, Holdrege, Kearney, Lincoln, Norfolk, North Platte, Omaha and Scottsbluff

Sustaining the Partnership• NebraskaMATH – Strengthening the UNL-OPS Partnership

– $5.45 million grant from The Sherwood Foundation® and the Lozier Foundation– Funds massive professional development for Nebraska’s largest and most

challenged district– Primarily Math; Math in the Middle; NTN

• The Buffett Early Childhood Fund will fund a research and PD initiative for pre-school teachers.

• LPS-UNL Professional Development program– Title I funds will be used to fund cohorts of teachers in Primarily Math and Math

in the Middle

• An Improving Teacher Quality Grant will enable us to work with grade 4-6 teachers in Scottsbluff

• The Educational Service Unit in Omaha is organizing all the districts surrounding Omaha to offer Primarily Math to another cohort of teachers.

Impact of NSF SupportedProfessional Development

• Math in the Middle – 185 teachers 156 have earned a master’s degree

• Primarily Math – 282 teachers 225 have earned a K-3 Math Specialist Certificate

• Nebraska Algebra – 75 teachers • New Teacher Network 64 teachers

• 61 still teaching in Nebraska• Robert Noyce NSF Master Teachers 30 teachers• Robert Noyce NSF Teaching Fellows 13 teachers• Nebraska Math Summer Institutes 1211 registrations

• These courses do not use NSF funds

Impact on UNL

Many people are involved in NebraskaMATH

UNL faculty 36- 17 from Math

Other collegiate faculty 15UNL graduate students 87

- 54 from Math UNL undergraduates 33Master teachers 76

New math courses for middle level and high school teachers• Experimentation, Conjecture and Reasoning• Number Theory and Cryptology for teachers• Discrete Math for Middle Level teachers• Using Math to Understand our World• Math in the City for Teachers• Algebra for Algebra Teachers• Geometry for Geometry Teachers• Functions for Precalculus Teachers• High School Mathematics (I and II) from an Advanced

Viewpoint• Statistics for High School Teachers

University support has been critical

• Center for Science, Mathematics and Computer Education– Permanent infrastructure providing staff support

• Math and Science Teachers for the 21st Century Program of Excellence– Approximately $350,000/yr for 13 years (2002-2015)

• Administrative Support– Chair, Dean, Vice Chancellor, Chancellor– University Foundation support for fund raising

Ideas for Creating and Sustaining Mathematics – Mathematics Education Partnerships

1) Value integration of content and pedagogy.2) Commit to a long-term partnership.3) Build on existing relationships and capitalize on strengths.4) Appreciate mathematics for teaching as rigorous.5) Mediate expectations for learning mathematics for

teaching.6) Support one another’s goals.7) Understand differences in how instruction is delivered.8) Accept cultural differences in how students are assessed.

How?

• Leadership matters• Be very specific when first asking a

mathematician to be involved• Promote change gradually• Respect each other and the contribution of

each discipline• Support and reward mathematicians’ work in

K-12 educational work

Final thoughts from a former chair

• WHO are the mathematicians who take on K-12 educational work?– Senior mathematicians– Mathematicians who are parents– Mathematicians in leadership positions– Mathematicians who have someone to work with– Mathematicians who are asked– A new generation of mathematicians interested in

mathematics education– Graduate students

An email from Ms. A who, as an undergraduate, took a math class I taught and later was in the Primarily Math program.

• Did you know that when I first came to math block I:1. Had never heard of a base 10 system. I didn't know that was OUR number system, and I didn't know how it really worked.2. Had never heard anyone talk about place value.3. Had never been given a story problem without first being told which operation to use.4. Had never been asked to talk about or write about math.5. Had been told to "show my work", but never to JUSTIFY my answer.6. Was terrible at mental math because I tried to do the algorithms in my head. (It's hard to keep track of which numbers I borrowed from and which numbers I "carried the one" for without paper!)7. Was never presented with the fact that fractions can go on a number line just like whole numbers.I could go on …

A message from Ms. A

• Now none of those things are true! Now, I feel very capable of doing math. Even if I don't know how to do a particular problem, I know that I have strategies to get started and persevere. In addition to that, now I feel like I know how to help OTHERS feel capable of doing math successfully.

Ms. A is now an outstanding kindergarten teacher. She is part of a district curriculum implementation team and we have hired her as a master teacher to assist in our professional development program for primary grade teachers.

Does NebraskaMATH make a difference?

Primarily Math teachers and the Mathematical Knowledge for Teaching Assessment

Primarily Math Teacher MKT

2009 2010 2011 2012

-1

-0.75

-0.5

-0.25

0

0.25

0.5

0.75

1

Ct 1Ct 2Ct 3LPSCt 3westControl

Primarily Math Teacher Beliefs

Does NebraskaMATH make a difference?

The impact of a knowledgeable K-3 math coach on an elementary school’s culture

Good Teachers MatterComparing state data to one district with good teachers

3 4 5 6 7 8 110

10

20

30

40

50

60

70

80

90

100

NebraskaGordon-Rushville

TEMA-3Across 3 large districts, 2009-2012, grades K-3, we are seeing consistent and significant increases in TEMA-3 scores, particularly for students who start below average

Above, Fall 139Above, Spring 125At, Fall 313At, Spring 285Below, Fall 153Below, Spring 141Total people with complete data 551