a mathematics specialist program: its structure and impact on practicing elementary teachers nadine...

24
A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Post on 22-Dec-2015

217 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

A Mathematics Specialist Program: Its Structure and

Impact on Practicing Elementary Teachers

Nadine Bezuk & Susan Nickerson

Page 2: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Overview

Math Specialist Certificate Program–Goals & Components

Impact of the Program on Teachers

Lessons Learned

Page 3: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Mathematics Specialist Certificate Program--

Goals and Components

Page 4: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Why Mathematics Specialists? “Because of the increasing

mathematical sophistication of the curriculum in grades 3 - 5, the development of teachers’ expertise is particularly important. Teachers need to understand both the mathematical content for teaching and students’ mathematical thinking.” (NCTM (2000) Principles and Standards, p. 146)

Page 5: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

What is the Mathematics Specialist Certificate Program? University-based program

designed to help inservice elementary teachers improve student achievement by enhancing their mathematics teaching.

Page 6: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Goals and Focus of the Program Goal of the program is to improve

student mathematics achievement. Focus is on helping teachers acquire:

– deep understanding of the mathematics taught at elementary grades and

– the skills needed to teach mathematics effectively.

Program coursework links content and pedagogy in order to help teachers develop pedagogical content knowledge.

Page 7: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Mathematics Specialist Certificate Program 12 units of coursework

– 6 undergraduate units of Mathematics• including number, geometry, algebraic

reasoning• provides a close look at the content of

topics taught at the elementary level

– 6 graduate units of Teacher Education• focusing on effective mathematics

instruction, students’ mathematical thinking, and reflecting on practice)

Page 8: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Other Program Details

Two Options– For Primary (grades K - 2) Teachers– For Upper Elementary (grades 3 - 6)

Teachers Two-year Program

– Start with 5 days on SDSU campus– Continue with weekly 3-hour classes

afternoon at a local elementary school

Page 9: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Integrating Teachers’ Knowledge and Practice “Effective programs of teacher

preparation and professional development cannot stop at simply engaging teachers in acquiring knowledge; they must challenge teachers to develop, apply, and analyze that knowledge in the context of their own classrooms so that knowledge and practice are integrated” (National Research Council (2001), p. 380).

Page 10: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

How We Connect Content and Pedagogy

Course calendar is interwoven, with TE and Math classes offered on consecutive weeks.

Our instructors:– Plan and debrief classes together.– Attend each others’ classes and work to

make connections explicit .– Model good teaching in our courses.– Visit the classrooms of the program

participants.

Page 11: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Developing Pedagogical Content Knowledge Examine effective teaching by

analyzing video and written cases and readings to help develop a vision of effective math classroom.

Discuss and model powerful strategies (e.g., ELL strategies, facilitating communication in math classroom).

Consider how examining student work informs planning and determining whether instructional goals were met.

Page 12: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Developing Pedagogical Content Knowledge

– Emphasize children’s thinking and the teaching practices that support their mathematical development.

– Examine student work:– Reflect on how children come to think

about and understand math topics.– View videos of classrooms and of

students doing mathematics and consider the implications for teaching.

Page 13: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Impact of the Program on Teachers

Page 14: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Measuring the Impact of the Program on Teachers Surveyed 71 teachers who

completed the program in May 2004.

Compared the performance of participating teachers’ students on the California Standards Test with that of all students who took the test.

Page 15: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Changes Reported by Teachers

100% reported having a better understanding of the mathematics they teach.

94% reported their mathematics teaching was better.

87% said that their beliefs about teaching and learning mathematics had changed over the course of the program.- Teachers who reported no changes

said the program reinforced their existing beliefs.

Page 16: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Changes Reported by Teachers (cont.)

90% said their expectations for students related to mathematics had changed.- Teachers who did not report a

change cited high expectations already for their students.

More than 95% identified specific areas of mathematics that they would like to know more about.

Page 17: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Other Findings

Teachers are interested in further study in mathematics and math education.– 23 teachers out of approximately 90

teachers from the first two years went on to take additional math coursework

– 7 have enrolled in a Math Ed. Master’s Degree Program at SDSU

Many teachers are serving in leadership roles in their school districts.

Page 18: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Nexus With Student Achievement

Increased growth in mathematics achievement of students of participating teachers on the California Standards Test:– In grade six, the increase in the percent of

students scoring at Proficient or Advanced level was 6.48% ; district-wide, sixth grade increase was 4.1%.

• [Note: CST has 5 performance levels: Advanced, Proficient, Basic, Below Basic, and Far Below Basic]

Page 19: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Lessons Learned

Page 20: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Lessons Learned

Less is More (depth rather than breadth). In-service teachers often need:

– Support to be reflective, and– Examples of what effective practice looks

like. Must find balance between support and rigor. Effective pedagogy is more than curriculum

training. Two-year program allows time to support

teachers as they make changes in practice.

Page 21: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Lessons Learned

Incentives are important and encourage teachers to participate:– Units, certificate, stipends.

Integration of Math and Teacher Education coursework is essential and requires ongoing collaborative planning.

Cohort model fosters a sense of learning community among teachers.

Page 22: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

One Teacher’s Comments About the MSCP’s Impact on

Her Teaching“I feel my knowledge and understanding of mathematics has been expanded to the point where I will never teach math the same again. I know too much about group/partner work, using manipulatives; reflective writing, student-directed teaching, student responsibility. In short, I feel enlightened. I feel I finally understand math.”

Page 23: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

References

National Council of Teachers of Mathematics (2000). Principles and standards for School Mathematics. Reston, VA: Author.

National Research Council (2001). Adding it up: Helping children learn mathematics. Kilpatrick, J., Swafford, J. & Findell, B. (Eds.) (2000). Washington, DC: National Academy Press.

Page 24: A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson

Contact Information

Nadine BezukCenter for Research in Mathematics and Science

EducationSan Diego State University6475 Alvarado Road, Suite 206San Diego, CA [email protected]://pdc.sdsu.edu