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MTE-P

MODULE(S^2) RAC

Problem Addressed
General Approach
Who We Are
Opportunities for Engagement
Resources
 

Problem Addressed

The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools [MODULE(S2)] Research Action Cluster (RAC) aims to address the identified problem that undergraduate programs fail to lead teacher candidates to: a) deeply understand the mathematics they will actually teach and b) experience learning in a manner consistent with what will be expected of them as professional educators (Banilower et al., 2013).

It is focused on the development of prospective secondary mathematics teachers’ (PSMTs’) knowledge of mathematics content needed for professional teaching. This focus addresses recommendations set forth in The Mathematical Education of Teachers II (MET II) (Conference Board of the Mathematical Sciences [CBMS], 2012) for courses in secondary mathematics teacher preparation programs to provide opportunities for prospective teachers to “delve into the mathematics . . . while engaging in mathematical practice as described by the CCSS” (CBMS, 2012, p. 46). In addition, this work is aligned with recommendations set forth in Standards for Preparing Teachers of Mathematics (SPTM; Association of Mathematics Teacher Educators, 2017) to prepare teachers who can use and apply mathematical knowledge for teaching through collaboration among multiple stakeholders (i.e., mathematicians, mathematics educators, and K-12 personnel). 

General Approach

The MODULE(S2) RAC, supported by an NSF-IUSE grant , aims to improve prospective secondary teachers’ opportunities to develop mathematical knowledge in and for teaching (MKT) as they learn mathematics in undergraduate mathematics content courses in at least 30 mathematics faculty members’ courses, in a variety of undergraduate institutions, by 2022.  

In order to accomplish this aim we plan to: 

  • Create twelve collaboratively designed modules designed to develop PSMTs’ mathematical knowledge for teaching algebra, geometry, modeling, and statistics in grades 6-12;
  • Pilot and support the implementation of the modules;
  • Revise the modules based on implementation data, instructor feedback, and PSMTs’ work;
  • Evaluate the effectiveness of modules with regards to their ability to develop PSMTs’ mathematical knowledge for teaching; and,
  • Disseminate the modules across multiple institutions, beginning with MTE-P institutions.

Our theory of change rests on research which demonstrates that use of tasks embedded in pedagogical contexts (Stylianides & Stylianides, 2010) is an important tool for bridging the often perceived gap between mathematical preparation and teaching practice (Goulding, Hatch, & Rodd, 2003; Zazkis & Leikin, 2010). The cycle of improvement for the MODULE(S2) RAC will be informed by understanding both how the materials are implemented by piloting instructors and how PSMTs engaging with the materials develop knowledge needed for teaching.   

Who We Are

RAC Member and InstitutionRoles in the RAC and Grant
Emina Alibegovic
Rowland Hall School
Geometry Writing Team
Cynthia Anhalt
University of Arizona
Modeling Writing Team
Research Team
Holly Anthony
Tennessee Technological University
RAC Member
Jason Aubrey
University of Arizona
Algebra Writing Team
Stephanie Casey
Eastern Michigan University
Statistics Writing Team
Professional Development Team
Ricardo Cortez
Tulane University
Advisory Board Member 
Modeling Writing Team
Christine Franklin
American Statistical Association
Advisory Board Member 
Howard Gobstein
Association of Public Land Grant Universities
Grant Hub Coordinator
Brynja Kohler
Utah State University
Modeling Writing Team
Professional Development Team
Yvonne Lai
University of Nebraska-Lincoln
Algebra Writing Team
Research Team
Alyson Lischka
Middle Tennessee State University
MODULE(S2) RAC Leader
Geometry Writing Team
Research Team
Samantha Maddox
Jefferson City Schools
Statistics Writing Team
W. Gary Martin
Auburn University
Advisory Board Member 
Margaret Mohr-Schroeder
University of Kentucky
Advisory Board Member 
Cody Patterson
University of Texas at San Antonio
Algebra Writing Team
Matthew Ondrus
Weber State University
Advisory Board Member 
Andrew Ross
Eastern Michigan University
Statistics Writing Team
Jeremy Strayer
Middle Tennessee State University
Grant Lead PI, Research Team
Professional Development Team
Geometry and Algebra Writing Teams
James Tuttle
Washtenaw Technical Middle College
Algebra Writing Team
Michael Weiss
University of Michigan
Geometry Writing Team 
John Womack
Sky View High School

Modeling Writing Team


 

Opportunities for Engagement

We encourage newcomers to join in this work in the following ways: 

  1. Join in our conversations at the annual MTE-Partnership meetings as we plan for ways to engage prospective mathematics teachers in developing the knowledge needed to teach secondary mathematics.  
  2. Share your questions and comments with regard this RAC’s work by email to Alyson.Lischka@mtsu.edu 
  3. Spread the word about MODULE(S2) among colleagues in your department and let us know about your efforts by email to Alyson.Lischka@mtsu.edu 
  4. Consider becoming an official piloting faculty member as part of the NSF Funded portion of our work.  Visit the the MODULE(S2) Grant page here  for more information.  

Resources

Lai, Y., Strayer, J. F., & Lischka, A. E. (in press). Analyzing the development of MKT in content courses. In the Proceedings of the Fortieth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC. 

Lischka, A. E. (2018). The mathematics of doing, understanding, learning, and educating for secondary schools RAC report. In W. M. Smith, B. R. Lawler, J. F. Strayer, & L. Augustyn (Eds.) Proceedings of the Seventh Annual Mathematics Teacher Education Partnership Conference. Washington, DC: Association of Public and Land-grant Universities.(link)

Strayer, J., Lischka, A., Quinn, C. & Watson, L. (2018, January). Developing preservice teachers’ mathematical knowledge for teaching in content courses. In Proceedings of the 21st Annual Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education, San Diego, California. (link)

Lischka, A. E., & Alibegovic, E. (2017). MODULE(S2) RAC report: Blending content and mathematical knowledge for teaching in mathematics courses. In W. M. Smith, B. R. Lawler, J. Bowers, & L. Augustyn, L. (Eds.) Proceedings of the Sixth Annual Mathematics Teacher Education Partnership Conference. Washington, DC: Association of Public and Land-grant Universities.(link)

Lischka, A. E., & Alibegovic, E. (2016). The mathematics of doing, understanding, learning, and educating for secondary schools. In B. R. Lawler, R. N. Ronau, & M. J. Mohr-Schroeder, (Eds.) Proceedings of the Fifth Annual Mathematics Teacher Education Partnership Conference. Washington, DC: Association of Public Land-grant Universities. (link)


References


Association of Mathematics Teacher Educators. (2017). Standards for Preparing Teachers of Mathematics. Retrieved from: amte.net/standards.

Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research, Inc.

Conference Board of the Mathematical Sciences. (2012). The Mathematical Education of Teachers II. Providence, RI, and Washington, DC: American Mathematical Society and Mathematical Association of America, Retrieved from http://www.cbmsweb.org/MET2/MET2Draft.pdf

Goulding, M., Hatch, G., & Rodd, M. (2003). Undergraduate mathematics experience: its significance in secondary mathematics teacher preparation. Journal of Mathematics Teacher Education, 6(4), 361-393.

Stylianides, G.J., Stylianides, A.J. (2010). Mathematics for teaching: A form of applied mathematics. Teaching and Teacher Education, 26(2) 161-172.

Zazkis, R., & Leikin, R. (2010). Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers. Mathematical Thinking and Learning, 12, 263-281.