The Greater Birmingham Mathematics Partnership is funded by NSF awards DUE-0632522 and DUE-0928665. The opinions expressed herein are those of the authors, and not necessarily those of the National Science Foundation.

Partner Students

Minority

Red. Lunch

MS Gr. 6-8

Birmingham City Schools 27,440 99% 83% 1 358

Fairfield City Schools 2,307 100% 83% 1 512

Homewood City Schools 3,510 39% 29% 1 799

Hoover City Schools 13,194 35% 22% 2 2,241

Jefferson County Schools 35,669 49% 51% 4 3,236

Shelby County Schools 28,029 26% 32% 3 1,716

Tarrant City Schools 1,295 90% 94% 1 318

Trussville City Schools 4,183 13% 11% 1 1,011

UAB 17,543 36%

Birmingham-Southern College 1,412 16%

Mathematics Education Collaborative

• Summer Courses• Mathematics Support Teams• Professional Learning Communities• Administrator Sessions• Community Mathematics Nights• Revised Courses at UAB and BSC

for Pre-service Teachers

Big mathematics ideas

Inquiry and reflection

Productive disposition

Communication

Number talks (mental computation, estimation)

Whole numbers and operations, place value Multiple models for fractions, story problems Equivalent fractions, ordering fractions Operations on fractions Decimals, percents Ratios, proportional reasoning Integers Real numbers

The Marriage ProblemIn a certain town, 3/5 of the women are married to 2/3 of the men. What fraction of the adults in the town are married?

Sample 1:Since 3/5 of the women are married to 2/3 of the men, 5/8 of the adults are married.

Sample 2: 3/5 + 2/3 = 15

41

Sample 3:3/5 of the women are married

to 2/3 of the men are married

so 19/30 of the adults are married.

Correct Solutions Geometric approaches Numerical approaches Algebraic approaches Graphical approaches Verbal approaches

There were 1½ pizzas left over. Juanita shared the leftovers with her friend, Rachel. How much pizza did they each get?

Yan has1½ ounces of gin and it takes ½ an ounce of gin to make a cosmo. How many drinks can she make?

It takes Kamal 1½ hours to clean his room. His bother said they could each do ½ the work. How long did it take them?

I have a total of 1½ square yards of fabric. The fabric is ½ yard wide. How long is the fabric?

Bobby has 1½ feet of rope. That’s enough for ½ a skipping rope. How much rope is needed for a whole skipping rope?

Content Knowledge for Teaching Mathematics (CKTM)

Learning Mathematics for Teaching Project, University of Michigan, Deborah Ball et. al.

15 item instrument Mean gain of 3.4 from pre-test to post-test

Implementation Level

2006 Mean

Std Dev 2007 Mean

Std Dev N

High 57.0 21.4 60.3 22.2 1097

Moderate 55.4 21.2 56.4 21.6 6704

Low 56.6 20.8 55.0 21.3 15022

Total 56.2 20.9 55.7 21.4 22823

Implementation Level

2007 Mean

Std Dev 2008 Mean

Std Dev N

High 57.1 21.1 60.0 21.0 3305

Moderate 55.1 20.8 55.1 20.9 6215

Low 57.8 20.8 56.4 20.9 14506

Total 57.0 20.9 56.5 21.0 24026

Implementation Level

2008 Mean Std Dev

2009 Mean

Std Dev

N

High 59.5 20.7 61.6 21.3 3620

Moderate 54.6 20.2 54.8 20.4 7217

Low 57.7 20.4 57.1 20.7 8537

Total 57.1 20.5 57.1 20.8 24872

Implementation Level

2009 Mean Std Dev

2010 Mean

Std Dev

N

High 53.8 19.6 56.9 19.9 1221

Moderate 58.5 20.9 58.7 21.1 2441

Low 57.7 20.4 56.7 20.2 4255

Total 57.3 20.5 57.4 20.5 7917

The Greater Birmingham Mathematics Partnership is funded by NSF awards DUE-0632522 and DUE-0928665. The opinions expressed herein are those of the authors, and not necessarily those of the National Science Foundation.