MODULE(S2)

Update for the CSU-MTEP ConveningOctober 10-11, 2014

MODULE(S2)

• 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.

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)

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.

Relation to Overall Drivers

Module(S)2

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.

RAC Driver DiagramAIM 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…)

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

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

Previous Activities

• Partnering institutions surveyed• Framework and draft template for modules

formed• Resources shared• Modules decided on and outlined:– Transformational geometry– Mathematical modelling – Statistics

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

Current Activities

• The work on the modules continues

• Implementation/piloting stages

• Seek funding

Next Steps

• Reflect & Revise

• Re-Pilot – recruiting piloting members

• Seek funding

Opportunities for Involvement

• Join a module writing group!

• Join a module piloting group!