milwaukee mathematics partnership hank kepner park city mathematics institute july, 2008 sharing in...
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Milwaukee Mathematics Partnership
Hank Kepner
Park City Mathematics Institute
July, 2008
Sharing in Leadership for Student Success
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Distributed Leadership
Student Learning
Continuum
Teacher Learning
Continuum
Mathematics Framework
Mathematics Design Teams
Implement recommendations of the MET Report, to the extent possible within the ECE/MCEA program structure.
Develop mathematical knowledge needed for teaching.
Mathematics content tied to classroom practice.
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.
Design Team Courses and MembershipProblem Solving
UWM Math Dept Dr. Richard O’MalleyDr. Kevin McLeod
TIR Sharonda Harris Math Educator – Kelly Kaiser
Dr. Hank Kepner
Discrete Probability and Statistics UWM Math Dept
Dr. Richard StockbridgeGary Luck
Math Educator Dr. Hank Kepner
MATC Math Dept Dave Ruszkiewicz
K-12 coordinator & Statistics EducatorPat Hopfensperger
Geometry UWM Math Dept
Dr. Ric Ancel Dr. Kevin McLeod
Math Educator Dr. Hank Kepner
TIR Melissa Hedges
Algebraic Structures UWM Math Dept
Dr. Craig Guilbault Dr. Kevin McLeod
Middle School Teacher Connie Laughlin
MPS classroom teacher Nancy Jo Grochowwski
Mathematical Explorations for Elementary Teachers I and II
UWM Math Dept & Coordinator Explorations I and II Gary Luck, Bill Mandella
MATC Math Dept Dave Ruszkiewicz Dr. Tom Geil
Math Educator Dr. Hank Kepner
MPS classroom teacher Meghan Steinmeyer
Secondary Capstone Course UWM Math Dept
Dr. Kevin McLeod Math Educator
Dr. Hank Kepner TIR Dan Lotesto
Milwaukee Public Schools
93,000 students in 218 schools Largest school district in Wisconsin 27th largest district in the nation Nearly 6200 teachers 87% minority student population:
58% African American, 20% Hispanic, 13% White, 5% Asian, 1% Native American
75% receive free or reduced lunch Student achievement is well below state averages;
gaps persist for all subgroups(Source: 2005-2006 MPS Report Card)
The Role of Mathematicians in the Preparation and Professional
Development of Teachers: The UW-Milwaukee Perspective
Kevin McLeod (Mathematics, UWM)
Hank Kepner (Mathematics Education, UWM)
12th AMTE Annual Conference
Tulsa, Oklahoma
January 24-26, 2008
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.
Mathematical Education of Teachers (MET) Report
Examples of UWM Mathematics Faculty
Involvement• Course design teams for pre-service,
p.d.mathematics courses• Monthly Math Teacher Leader professional
development meetings• Writing and validating district learning targets
for grades K-12• Validating CABS for grades 2-8• Writing rubrics for selected CABS• Participating in state standards, item-writing
Mathematics Fellows Offerings
Classroom teachers gaining mathematics recognition
• MATH 275: Problem Solving and Critical Thinking
• MATH 276: Algebraic Structures• MATH 277: Geometry• MATH 278: Discrete Probability and Statistics• MATH xxx: A calculus experience
Monthly Math Teacher Leader
p d meetings Over 120 Math Teacher Leaders one from
most MPS schools Full day of professional development every
month 90-minute math content session, jointly
planned by mathematicians, mathematics educators, and teachers-in-residence
Classroom Assessments Based on Standards (CABS)
• Teacher committees write sample CABS for each content strand and each grade level
• CABS are reviewed by mathematics faculty before distribution
Sample Wisconsin State Test Descriptors
• (Beginning of 4th Grade) Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,-,=)
• (Beginning of 7th grade) Represent problem situations with one or two-step equations or expressions.
What Should a Rubric Look Like for this CABS?
This year, the third grades at Lincoln Elementary want to treat the whole school to popcorn. They have 55 popcorn kits. Each kit makes 9 servings of popcorn. Will they have enough servings to give popcorn to 436 students and 17 teachers?
Mathematics Faculty Involvement (Continued)
• College placement test preparation materials
• Online, self-grading, Early Mathematics Placement Test
• MPS Transition to College Mathematics Pilot Committee
• Summer bridge program• Accelerated/intensive sections of
remedial college math courses
