Pathways to Teaching Middle School Math: Models and Issues

Carol Fry Bohlin – California State University, FresnoJoanne Rossi Becker – San José State UniversityMark Ellis – California State University, FullertonKathy Hann – California State University, East Bay

California Mathematics Council - South

Friday, 5 November 2015

• Call 37607• Evaluation Poll Code: 11599

Session #

Session Overview

• Introductions – Speakers, Audience• Key issue: How should we prepare future middle school

mathematics teachers? • National reports/guidance/research• State (California) teacher preparation pathways• Concerns about FLM credential authorization and teacher

preparation– CAMTE Member Survey re FLM– Mathematics course-taking survey among credential students– FLM credential in light of CCSS-M, especially SMP

• Discuss possible alternatives (several examples)• CAMTE Advocacy Committee efforts• Brainstorming!

The Mathematical Education of Teachers II (MET II; 2012) Recommendations

• “Prospective middle grades (5–8) teachers of mathematics should be required to complete at least 24 semester-hours of mathematics that includes at least 15 semester-hours on fundamental ideas of school mathematics appropriate for middle grades teachers… (p. 18)

• State education departments and accreditation associations are urged to require all grades 5-8 teachers of mathematics to satisfy the 24 [semester] hour requirement recommended by this report.” (p. 18)

Mathematical Education of Teachers II (MET II; 2012) Recommendations

“All courses and professional development 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. Courses should also use the flexible, interactive styles of teaching that will enable teachers to develop these habits of mind in their students.” (p. 19)

www.cbmsweb.org/MET2

Math Courses for Future Middle Grades Teachers: MET II Recommendations

24 Units of Mathematics Coursework (pp. 46-48)

18 Core Semester-Units

•Algebra and Number Theory (3 units)

•Geometry and Measurement (3 units)

•Number and Operations (6 units)

•Statistics and Probability (6 units)

6 Other Semester-Units (at or above pre-Calculus)

•Discrete Mathematics (3 units)

•Modeling (3 units)

•Calculus, especially applied courses (3 units)

•History of Mathematics (3 units)

NCTM/CAEP Standards for Middle Grades

• CAEP = Council for the Accreditation of Educator Preparation

• NCTM manages the math teacher preparation program accreditation standards and review process for CAEP

• All colleges and universities must use NCTM/CAEP Standards (2012)

• Standards are aligned with edTPA Mathematics Operational Handbook rubric criteria

NCTM/CAEP Standards for Middle Grades

1. Content Knowledge

2. Mathematical Practices

3. Content Pedagogy

4. Mathematical Learning Environment

5. Impact on Student Learning

6. Professional Knowledge and Skills

http://tinyurl.com/NCTM-CAEP-Standards2012

www.nctm.org/Standards-and-Positions/CAEP-Standards/

NCTM/CAEP Standards for Middle Grades: Content and Mathematics Practices

1. Content: Number, Algebra, Geometry, Trigonometry, Statistics, Probability, and Calculus

2. Mathematical Practices: Effective middle grades teachers solve problems, represent mathematical ideas, prove, use math models, attend to precision, identify elements of structure, generalize, engage in math communication, and make connections as essential math practices. These practices intersect with math content.

Association of Mathematics Teacher Educators Report on Elementary

Mathematics Specialists

Elementary Mathematics Specialists can help meet the demands for increasing student achievement in mathematics, especially in grades K-8.

Standards for Elementary Mathematics Specialists: A Reference for Teacher Credentialing and Degree Programs, (Association for Mathematics Teacher Educators, 2010, www.amte.net/resources/amte-documents)

Primary Paths for Teaching Mathematics in the Middle School

Single Subject (SS) Credentials (SMC plus credential program):– Full SS Mathematics Credential - Must demonstrate subject

matter competency (SMC) by (a) taking CSET: Mathematics Subtests I, II, & III or (b) completing a 45-unit subject matter waiver program (coursework)

– SS Credential in Foundational-Level Mathematics (FLM) Must demonstrate subject matter competency by (a) passing CSET: Mathematics Subtests I and II or (b) completing a 32-unit subject matter waiver program. (Can teach through Alg.2)

Subject Matter Authorization in Introductory Mathematics (SMA)– Requires 32 units of college-level mathematics; must add on to

current credential (not to be confused with Supplementary Authorization, which is not NCLB-compliant)

Primary Paths for Teaching Mathematics in the Middle School

Mathematics Instructional Added Authorization (MIAA)

• Can teach math in departmentalized settings in grades K-12

• Can either teach through pre-Algebra or Algebra I, depending on preparation

• Teachers College of San Joaquin current has the only CTC-approved MIAA program in the state.

• There are no approved Mathematics Instructional Leadership Specialist (MILS) programs in the state.

www.ctc.ca.gov/educator-prep/standards/mathematics-specialist.pdf

The FLM Credential—Some Concerns

• Lack of college level coursework• Ability to teach through Algebra II, Prob./Stat.• High pass rate on the CSET Subtests I and II• Lack of experience with the Mathematical

Practices• Difficulty in placing student teachers• Lack of true middle school credential

Berglund Study of Collegiate Math Preparation of CSET-Takers

• Data collected on students accepted into mathematics credential programs at 13 CSU campuses (Fall 2010)

• 189 undergraduate transcripts were analyzed.– 86 (46%) took/passed CSET to establish subject matter

competence• 48 (56%) passed all 3 CSET subtests (Full Level)• 38 (44%) passed the first 2 (Foundational-Level)

Berglund Study of Collegiate Math Preparation of CSET-Takers

For those who passed all three CSET Subtests:– 24 (50%) had the equivalent of a minor or a major in

mathematics– 18 (38%) had taken 2 semesters of calculus or more, but

less than a minor– 6 (13%) had no mathematics course beyond first

semester calculus

Berglund Study of Collegiate Math Preparation of CSET-Takers

For those who passed 2 CSET Subtests:– 3 (8%) had the equivalent of a minor or a major in

mathematics– 16 (42%) had taken 2 semesters of calculus or more, but

less than a minor– 19 (50%) had no mathematics course beyond the first

semester of calculus

FLM Survey of CAMTE Members by Bohlin & Hsu: Poll Respondents

Position•Mathematics Faculty: 20•Education Faculty: 7•County Office of Education: 3•Other: 2

Place of Employment•17 CSUs•2 UCs•3 COEs

FLM Survey: Which Courses Should FLM Authorize Teaching?

• Pre-Algebra: 29• General Math: 28• Consumer Math: 27• Algebra I: 27• Geometry (no trig): 14• Algebra II (no trig): 6• Prob and Stat (not AP): 8

FLM Survey: Common Comments

• Do not let FLM credential holders teach past Algebra 1. (6 times) Our program is held up because the department feels the scope of the FLM goes too high. Teachers without a math degree should not be teaching geometry, which should involve proofs, and also should not be teaching Algebra 2.

• Grades, Not Courses. (5 times) Should be limited to grade level, not course level (only grades 6-8). (“Why are you using course names that perpetuate the American dis-integrated focus on teaching mathematics?”)

Fresno Unified H.R. Administrator Perspective

When asked if she thought that narrowing the authorization of the FLM to Algebra I/Math I would be a problem for Fresno Unified, one of FUSD’s HR administrators said, "Yes and no--It would restrict what they could teach, and that is a GOOD thing. That way, they couldn't hire FLMs to teach upper level math.”

Would narrowing the authorization of the FLM credential be viewed as a positive step in your district or not? What are YOUR thoughts?

CTC Commissioner Perspective

• Quality of teachers is of paramount importance

• CTC (California Commission on Teacher Credentialing) should revisit the level of coursework FLM holders may teach.

• Middle school credential unlikely because it limits a district’s ability to assign teachers.

• The shortage of math teachers is a serious concern to be addressed.

Current Efforts to Strengthen FLM Teacher Preparation: CSU Fullerton

• Undergraduate pathways in Child/Adolescent Studies and Liberal Studies that build-in a Mathematics Minor (21 units including one semester of Calculus)

• Collaboration between Secondary Education and Mathematics– Recruitment

– Discussing Mathematics minor for middle school and FLM SMPP

• Partnerships with School Districts– Early field experiences for undergraduate Math majors/minors

– Fieldwork placements for teacher candidates• Majority (90%) of FLM candidates in middle school• Co-Plan, Co-Teach model for student teaching

– Attend to Staffing Needs • middle school “experts” and high school “experts” (especially with

Common Core)

• Bilingual FLM and Mathematics teachers

CSU East Bay’s FLM Credential Program

Coursework (48 qtr. units total; SMP approved in 2011)

•College Algebra•Trig. & Analytic Geom.•Number Systems•Geometry & Measurement•Statistics, Data Analysis & Probability•Algebra and Functions•Advanced Study of School Math•Mathematics for Business and Social Sciences II•Plus 12 units of Extended Study

CSU East Bay’s FLM Credential Program

Extended Study Options (or with advisor permission)– CHEM 1100 Introduction to College Chemistry (5)– CS 1080 Introduction to Media Computation (4)– CS 1160 Introduction to Computer Science I (4)– ENG 1011 Engineering: An Introduction (3)– MATH 1304 Calculus I (4)– MATH 1305 Calculus II (4)– MATH 2150 Discrete Structures– MATH 3000 Introduction to Proof (4)– MATH 4040 History of Mathematics (4)– MGMT 3100 Decision Science (4)– PHIL 1001 Introduction to Logic (4)– PHIL 3002 Modern Logic (4)– PHYS 1700 Elementary Physics (4)– PHYS 1800 Astronomy (4)– STAT 1000 Elements of Probability and Statistics (4)

CSU East Bay’s FLM Credential Program

Student Profile•Only 4-5 students per year – it’s cheaper to just take the CSETs

•Current Multiple Subject credential students

•Administrators looking to clear their credential

•Current teachers looking to clear their credential

•Prospective middle school teachers who already have a BS in another field

Middle School Pathways at Fresno State and San José State Universities

Presentation by Joanne Rossi Becker

Presentation by Carol Fry Bohlin

Advocacy Efforts – CAMTE

California (CAMTE) has an Advocacy Committee that has made inroads in connecting with the California Mathematics Council, the State Board of Education, the California Commission on Teacher Credentialing, and the California State University Chancellor’s Office to impact policy decisions related to state textbook adoption, mathematics teacher licensure, etc.

Early Partnership with CMC to Influence State Policy

Early Relationship Building with CSU

CAMTE Partnerships: CMC & CSUCAMTE/MSTI (CSU) Presentations at CMC and AMTE Conferences on Middle School Mathematics Teacher Preparation•www.fresnostate.edu/kremen/teachmathscience/conferences.html•www.camte.org/conferences.html

Questioning use of Tests to Demonstrate Subject Matter Competency – Addressing CTC

January 2009 CTC meeting: Joanne Rossi Becker raised a concern related to the State Board's decision to have exams (currently the CSET) satisfy the subject matter competency requirement for Multiple Subject teachers. "This decision has had the unintended consequence of nearly decimating [mathematics] courses for Multiple Subject teachers" on her campus, she said. Students are simply cramming to pass the tests rather than taking the courses.

Commissioner David Pearson (Dean of the Graduate School of Education at UC, Berkeley) agreed: "You should never send a test out to do a curriculum's job.”

Resource Ideas for a Resource

Concern over FLM Credential

Conversation with CTC about the CSET-Math for FLM Credential

Nov. 2012

CAMTE’s Influence on Statewide Math Teacher Credentialing Matters

Successful Effort to Change Policy to Require Subject-Specific Pedagogy

CourseJanuary 31, 2013 – The California Association of Mathematics Teacher Educators strongly supported proposed changes in pedagogy course requirements for adding a credential. Joanne Rossi Becker delivered a statement on behalf of CAMTE that stressed the importance of prospective Single Subject mathematics teachers taking a pedagogy course that delves into the Common Core State Standards for Mathematics, incorporates technology specific to learning and teaching mathematics, utilizes manipulative materials and concrete models to exemplify mathematical concepts, and demonstrates how to effectively teach mathematics to English learners.

CCSS-Aligned Subject Matter Requirements for Subject Matter Programs – CAMTE Support

and Input

Supporting Partners and Math Teacher Educator Community via COMET

http://comet.cmpso.org/

Summary of Advocacy Strategies

• Build trust among potential partners and build strong relationships.

• Communicate regularly (on and off the record).• Discuss Board positions; collect data; enlist partners

(e.g., CMC); build consensus.• Write joint letters of support and position statements.

Deliver publicly when possible.• Encourage members to apply for and serve on

influential committees and task forces.

Current Efforts: Mathematics Teacher Education Partnership (MTEP)

• National effort of 91 university partnership teams to improve secondary mathematics teacher preparation led by Association of Public and Land-grant Universities (APLU)

• Five identified “research action clusters” (RACs)

– Active Learning in undergraduate mathematics courses

– Common Core-aligned modules for upper-division courses for future teachers (e.g., transformational geometry)

– Recruitment, especially among underrepresented populations

– Clinical Preparation (methods coursework and fieldwork)

– Induction and Retention

• Faculty-led teams work collaboratively to develop interventions, pilot them, and revise in cycles of “plan, do, study, act” (improvement science model)

• Emphasis on evidence-base for claims about improvements

Your thoughts?

Suggestions?

Concerns?

Solutions?

CAMTE Advocacy Committee Contacts at CMC-South 2015

•Carol Fry Bohlin (Chair) ~ California State University, Fresno • carolb@csufresno.edu

•Joanne Rossi Becker ~ San José State University joanne.rossibecker@sjsu.edu

0 1 2 3

Strongly

Disagree

Strongly

Agree Disagree Agree

Speaker was well-prepared and

knowledgeable (0-3)

Speaker was engaging and an effective presenter (0-3)

Session matched title and description in

program book (0-3)

Other comments, suggestions, or

feedback (words)

___ ___ ___ ___________

Example 11599 323 Inspiring, good content

poll code for this session

(no spaces)

(1 space) (1 space)

Session Evaluation