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## Place for Examination on Arithmetic and Science Instructor Advancement

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**Center for Research on Mathematics and Science Teacher**Development William S. Bush Director and Professor of Mathematics Education University of Louisville University of Georgia Mathematics Education Colloquium Series March 27, 2008**Center for Research in Mathematics and Science Teacher**Development • Established in 2002 • Housed in the College of Education and Human Development • Center Members • Mathematics and science educators • Mathematicians and scientists • Research methodologists • K-12 administrators and teachers**Purposes of the CRMSTD**• Conduct research on the development of mathematics and science teachers from the beginning of their preparation program to the end of their career • Build exemplary models of teacher recruitment, teacher education programs and professional development experiences based on this research • Build nationally competitive doctoral programs in mathematics and science education**Extramural Funding**• Over $16 million in extramural funding • 14 funded projects • Collaborators -- University of Kentucky, University of Tennessee, Ohio University, Marshall University, Northern Kentucky University, Western Kentucky University, Morehead State University -- Jefferson County Public Schools (Louisville), Ohio Valley Education Cooperative -- Collaborative for Teaching and Learning -- Kentucky Department of Education --Collaborative for Teaching and Learning**Past Projects**• Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) • Louisville Area Science and Mathematics Alliance for Recruitment and Teacher Education (LA-SMARTER) • Urban University Partnership for Mathematics in Mathematics and Science Teaching (U2PMAST) • The Mathematics Preparation of Kentucky’s Middle School Teachers**Appalachian Collaborative Center for Learning, Instruction,**and Assessment in Mathematics (ACCLAIM) • NSF Center for Learning and Teaching--5 years starting September 2001 • University of Tennessee, University of Kentucky, Ohio University, Marshall University, University of Louisville • Mission: Cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places • Collaborative doctoral program in math education • Regional leadership institutes • Research blending mathematics and rural education (newsletter)**Louisville Area Science and Mathematics Alliance for**Recruitment and Teacher Education Reform (NSF) • Redesign and deliver mathematics and science courses for teachers (teams) • Establish mathematics/science professional development teams in schools • Offer alternative certification options in mathematics and science • Actively recruit mathematics and science teachers**Urban University Partnership in Mathematics and Science**Teaching (UP2MAST) (USDOE) • Mathematics assessments for middle school teachers --Number/Computation --Geometry/Measurement --Probability/Statistics --Algebraic Ideas • Mathematics assessments for elementary teachers --Whole Number/Computation --Rational Number/Computation --Geometry/Measurement --Probability/Statistics/Algebra • Science assessments for middle school teachers --Life Science --Physical Science --Earth/Space Science**Mathematics Preparation of Kentucky’s Middle School**Teachers • Purpose—Compare mathematics preparation of middle school teachers across Kentucky • Data—Course examinations of all mathematics courses required of preservice middle school mathematics majors in six of Kentucky’s state universities • Analysis—Describe the mathematics content and depth on knowledge of each examination item or task • Findings—(1) required courses differed across universities (2) focus on high priority content differed across courses**Current Projects**• Improving Algebra Teaching in Middle Schools • Formative Assessments in Middle Mathematics • Kentucky Algebra I and Geometry End-of-Course Assessments**Improving Algebra Teaching in Middle Schools (KDE MSP)**• Purpose: Improve (1) teacher algebra knowledge; (2) teacher instruction in algebra; (3) teacher beliefs and attitudes; and (4) student achievement in algebra. • Partners—CRMSTD, Carnegie Learning with Cognitive Tutor, Bridge to Algebra, and Algebra I, and SREB on-line Number and Algebra for Teachers course • Students—KY Gear Up KY 2 students • Professional Development—(1) workshops conducted by Carnegie Learning; (2) course offered by Mike Mays of WVU; (3) regular meetings of participating teachers • Research—Quasi-experimental design with control teachers teaching similar courses in same school or district**Formative Assessments in Middle Mathematics (FAMM)**• Purpose: Determine the effects of professional development on using formative assessment on teachers’ knowledge of, beliefs about, and attitudes toward mathematics and on student achievement • Participants: 25 teachers in the 16-district Ohio Valley Educational Cooperative and their students • Professional Development: (1) five-day summer workshop; (2) small group meetings—analyze student work, share ideas, review videotapes; and (3) large group meetings—share ideas, teach lessons, share ideas • Research—Quasi-experimental design with control teachers teaching similar courses in same school or district**Algebra I and Geometry End-of-Course Assessments**• Purpose: Ensure that (1) all Kentucky students complete rigorous high school mathematics courses and (2) mathematics courses across Kentucky high schools are consistent • Two teams of 12 mathematicians, mathematics educators, and K-12 teachers and administrators • Teams developed assessment blueprints defining algebra and geometry content and depth of knowledge • Teams currently developing items • Assessments will be piloted and revised in May/June 2008**Proposed Projects**• Predictive Algebra and Number Tests for Teachers Project (PANTT) --enhance the validity of existing teacher assessments to collect evidence for predicting effective teaching in middle school • Geometry Assessments for Secondary Teachers (GAST) -- develop a knowledge framework describing secondary mathematics teachers’ knowledge of geometry -- design assessments that collect validity evidence for predicting effective geometry teaching and improving student achievement in geometry.**State Policies and Advocacy**• Legislation --House Bill 93 (Establish primary mathematics intervention programs, mathematics teacher coaching programs, Committee on Mathematics Achievement , Kentucky Center for Mathematics) --Senate Bill 1 (Eliminate current state assessment system and use norm-referenced assessments and ACT as state assessment) • Testimony -- House and Senate Education Committees -- Education Assessment, and Accountability Research Subcommittee -- State Board of Education**Contact Information**William S. Bush bill.bush@louisville.edu