Opening Talk and Conversation
(not yet available)
What are the Opportunities and Challenges for the Mathematical Education
of Teachers provided by the Common Core State Standards
Wilson.pdf or Wilson.pptx
MET2, Revisiting The Mathematical Education of Teachers
Charge to Participants for Breakout Sessions A
LewisCharge.pdf or LewisCharge.ppt
What are the Lessons for U.S. Teacher Education from the International TEDS-M
Study of Teacher Education
Schmidt.pdf or Schmidt.ppt
Teachers' Perspectives on Teacher Education
Mike Shaughnessy (moderator)
Shaughnessy.pdf or Shaughnessy.pptx
Paula Millerd, Elementary School Math Coach, Omaha NE
Millerd.pdf or Millerd.docx
Catie Carrigan, Middle Grades Teacher, Tallassee AL
Carrigan.pdf or Carrigan.docx
Matt Coleman, High School Teacher, Framingham MA
(not yet available)
Constitutional People and "Liberating" Literacy: Mathematics Education and
the case for Quality Public School Education as a Constitutional Right (QECR)
- Bob Moses
Moses.pdf or Moses.doc
Mathematics Teaching---A Profession and a Community
Sybilla Beckmann The Community of Mathematics Teachers
Beckmann.pdf, see also Beckmann_in_AMS_Notices.pdf
Aaron Orzech Teaching as a Profession
OrzechSlides.pdf or OrzechSlides.ppt, and
OrzechRemarks.pdf or OrzechRemarks.doc
Brad Findell Networks toward Improving Instruction
Findell.pdf or Findell.pptx
Reflections and Where do we go from here?
LewisReflections.pdf or LewisReflections.pptx, APLU_SMTI.pdf or APLU_SMTI.pptx
|B.1 Elementary Mathematics Specialists - Challenges and Opportunities|
We need elementary mathematics specialists now! As schools and school districts move to implement the Common Core State Standards, mathematics specialists/instructional leaders are the transition agents in this journey. This session will examine the importance of content and pedagogical background, and leadership skills for mathematics specialists/coaches and instructional leaders. The session will also present the elementary mathematics specialists and teacher leaders project's web-based clearinghouse as a resource for those interested in or pursuing the work of the mathematics specialist/instructional leader.
Francis (Skip) Fennell, McDaniel College
Beth Kobett, Stevenson University
Jon Wray, Howard County (MD) Public Schools
B.1_Fennell_Wray_Kobett.pdf (very large file 20Mb)
|B.2 Teacher Preparation in Statistics|
This session will focus on three components related to teacher preparation in statistics: (1) The American Statistical Association GAISE Framework for K-12 and how it fits with the CCSS, (2) Recommended resources (both currently available and in the process of development) for teaching the CCSS in statistics and (3) The presenters’ experiences with statistics course development for pre-service teachers at their respective universities and with professional development as related to in-service teachers.
Chris Franklin, University of Georgia
Jerry Moreno, John Carroll University
B.2_Franklin_Moreno.pdf or B.2_Franklin_Moreno.ppt, and
|B.3 Are These the Right Standards for Preparing Future Mathematics Teachers?|
NCTM is currently revising the standards for mathematics teacher education programs. These standards will be used as part of the NCATE/CAEP program review process, as well as other in venues. Come hear about the draft standards and help shape the final revisions through your feedback.
Carl Lee, University of Kentucky
Judy O’Neal, North Georgia State University
Monique Lynch, NCTM
B.3_ONeal_Lee_Lynch.pdf or B.3_ONeal_Lee_Lynch.pptx
|B.4 A Two-Year College's Opportunities for Teaching Teachers in the Era of the Common Core|
An overview of the core curriculum and the mathematics requirements for early childhood education (ECE) majors in the University System of Georgia (USG) will be given. Particular attention will be given to the mathematics for teachers (ECE) course typically taken during the sophomore year and offered by two-year colleges. Partnerships between Georgia Highlands College and two four-year institutions of the USG will be described. In addition, work through a mathematics/science partnership (MSP) with Northwest Georgia Regional Educational Services Agency will be reported. Assessment items (typically representing a depth of knowledge beyond level one) developed in the MSP project for grades three through eight and which are aligned with Georgia Performance Standards and Common Core State Standards will be provided.
Carla Moldavan, Georgia Highlands College
B.4_Moldovan.pdf or B.4_Moldovan.pptx, and B.4_Moldovan_Assessments&Answers.zip
|B.5 On Best Practices in Induction and Professional Development for High School Mathematics Teachers|
Math for America's NY program provides induction and ongoing, career-long professional development programs for NYC public high school mathematics teachers and school leaders. This session will provide an overview of our research-based practices for new and for continuing teachers, including professional learning teams, intensive mentoring and advising, and vertical peer collaborative practices. We will allow a lot of time for audience discussion in order to tease out what practices are portable to other locations.
Katherine Socha and Amy Shapiro, Math for America
(not yet available)
|B.6 Developing and Supporting Professional Communities of Mathematics Teachers in Nebraska|
For a number of years, the University of Nebraska-Lincoln has focused on building a statewide partnership with mathematics teachers, schools, districts, and educational service units, to raise K-12 student achievement in mathematics. During this session, we will share a variety of our efforts to build professional communities of educators, including the NSF-funded grants NebraskaNOYCE, NebraskaMATH, and the Math in the Middle Institute Partnership. We will engage participants in a discussion of necessary and sufficient conditions to support such professional communities, and how such conditions can be created or worked around.
Wendy Smith, University of Nebraska Lincoln
Paula Millerd and Greg Sand, Omaha Public Schools
Jerel Welker, Lincoln Public Schools
B.6_Smith_Millerd_Sand_Welker.pdf or B.6_Smith_Millerd_Sand_Welker.pptx
|B.7 Preparing Teachers and Teacher Leaders in the Era of the Common Core State Standards: Mathematics Teacher Educators’ Perspectives|
A panel of mathematics teacher educators will address the unique opportunity for higher education and school systems to support teacher preparation and professional development in relation to the Common Core State Standards for Mathematics and the related assessments across grades levels.
Marilyn Strutchens, (Moderator) President of the Association of Mathematics Teacher Educators, Auburn University
Jenny Bay-Williams, University of Louisville
Lynn BreyFogle, Bucknell University
Timothy Hendrix, Meredith College
Beth Herbel Eisenmann, Michigan State University
W. Gary Martin, Auburn University
Amy Roth McDuffie, Washington State University Tri-Cities
|C.1 What is a `Community of Mathematical Practice’?|
For over 20 years, a mathematical community of secondary teachers, mathematicians, and mathematics educators has been growing and evolving in the Boston area. It provides a good case study---both of what's possible in such longstanding communities of mathematical practice and of the stubborn challenges and obstacles that have been there from the beginning. Participants will think together about the core principles that sustain such communities and about ways to overcome the inevitable obstacles that spring up as they mature.
Al Cuoco, Education Development Center
Wayne Harvey, Education Development Center
Glenn Stevens, Boston University
|C.2 Building a Community of All Mathematics Teachers from PreK through the University Level|
This breakout session will be devoted to an open discussion on ways that mixed groups of PreK-12 mathematics teachers, college or university mathematics teachers, and other mathematics teaching professionals can work together and learn from each other. Participants will be invited to share examples of communities and ideas for joining these communities into a vigorous community that strives towards excellent mathematics teaching at all levels.
Sybilla Beckmann, University of Georgia
|C.3 Mathematics Teachers as Professionals|
Leaders in mathematics education and policy makers should be actively working to fully engage mathematics classroom teachers in professional dialogue and planning so that, like all professionals, teachers can become full partners in establishing norms and mechanisms of professional progress. Come join the round table discussion about how this can be accomplished by promoting leadership opportunities for mathematics teachers.
Suzanne Mitchell, President, National Council of Supervisors of Mathematics
Brad Findell, Past-President of the Association of State Supervisors of Mathematics
C.3_Findell_Mitchell.pdf or C.3_Findell_Mitchell.pptx, and
C.3_Discussion_Summary.pdf or C.3_Discussion_Summary.doc
|C.4 Mathematics Education, Assessment, and Policy Organizations Working on
CCSS Implementation Issues - |
The Mathematics Common Core Collaborative (MC3)
This session will share information about a new Collaborative called MC3. The issues that led to forming this coalition, it's mission, it's goals, its website, will be presented. Then the organizations will each give a short presentation on their roles and perspective on MC3, and recent action in regard to MC3. There will be an opportunity for Q&A and discussion.
Mike Shaughnessy, President of the National Council of Teachers of Mathematics
Marilyn Struchens, President of the Association of Mathematics Teacher Educators
Diana Kasbaum, President of the Association of State Supervisors of Mathematics
Doug Sovde, PARCC Assessment Consortium
|C.5 Mathematics Educators as Constitutional People: The Public Voice of "Liberating" Mathematics Literacy|
The U.S. has never had a national discussion about its education policy. It got the SAT and ETS (via Henry Chauncey and James Bryant Conant) without one, ditto NCLB. Reaction to "Brown" exposed the fault lines such a discussion must negotiate, but "Rodriguez" has produced only silence. Are we mature enough as a nation to have this discussion? Are mathematics educators ready to participate as constitutional people?
Bob Moses, The Algebra Project
|C.6 CEISMC: Building on STEM OUTREACH TO K-12, especially in Mathematics|
The Center for Education Integrating Science, Mathematics and Computing (CEISMC) goals are to ensure that K-12 students in Georgia receive the best possible preparation in science, technology, engineering, and mathematics (STEM) through content professional development (PD) and some direct student participation. This breakout session will outline the CEISMC’s role with a strong emphasis on mathematics, responses to the questions of overall theme of the conference, and based on the Common Core. There will be a number of examples including such projects as the Georgia Internship Fellowship for Teachers (GIFT) program which has teachers working in research labs and its evaluation, a year long course in calculus beyond AP given via broadcast to six counties in GA, a joint project with NASA doing electronic professional delivery which includes a probability and 3 statistics courses, and the math projects of CEISMC’s Race to the Top award including advanced mathematics courses
Richard Millman and Paul Myers, Georgia Tech
C.6_Millman_Myers.pdf or C.6_Millman_Myers.pptx
|C.7 Current and Future Research on Mathematical Knowledge for Teaching (MKT)|
The presenters will discuss the Learning Mathematics for Teaching research program that outlines a framework for MKT, other research at the secondary level on MKT, and engage the audience in discussions about future mathematics education research on what MKT is and how we can arrange pre-service and in-service programs so that teachers gain it
Karen King, NCTM
Mark Thames, University of Michigan
CBMS gratefully acknowledges the generous support of the Brookhill Foundation and the National Science Foundation which made this forum possible.