MTE-P

General Approach

Who We Are

Opportunities for Engagement

Resources for Getting Started

RAC Publications

References

**ANNOUNCEMENT: We are seeking faculty members to pilot MODULE(S2) materials in university mathematics courses that prospective high school teachers take. We are seeking piloters in the Academic Year 2021-2022. Piloting Faculty will be compensated with a stipend for: participating in a summer institute; participating in a teaching community during the academic year; teaching with the materials for a full semester; and participating in activities throughout the term in which the course is taught, including collecting homework assignments, videoing class sessions, and conducting beginning-of-term and end-of-term activities. Please indicate your interest by filling out the form here. **

The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools [MODULE(S^^{2})] 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).

The MODULE(S^{2}) 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(S^{2}) 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.

RAC Member and Institution | Roles in the RAC and Grant |
---|---|

Emina AlibegovicRowland Hall School | Geometry Writing Team |

Cynthia AnhaltUniversity of Arizona | Modeling Writing Team Research Team |

Holly AnthonyTennessee Technological University | RAC Member |

Jason AubreyUniversity of Arizona | Algebra Writing Team |

Stephanie CaseyEastern Michigan University | Statistics Writing Team Professional Development Team |

Ricardo CortezTulane University | Advisory Board Member Modeling Writing Team |

Christine FranklinAmerican Statistical Association | Advisory Board Member |

Howard GobsteinAssociation of Public Land Grant Universities | Grant Hub Coordinator |

Brynja KohlerUtah State University | Modeling Writing Team Professional Development Team |

Yvonne LaiUniversity of Nebraska-Lincoln | Algebra Writing Team Research Team |

Alyson LischkaMiddle Tennessee State University | MODULE(S^^{2}) RAC LeaderGeometry Writing Team Research Team |

Samantha MaddoxJefferson City Schools | Statistics Writing Team |

W. Gary MartinAuburn University | Advisory Board Member |

Margaret Mohr-SchroederUniversity of Kentucky | Advisory Board Member |

Cody PattersonUniversity of Texas at San Antonio | Algebra Writing Team |

Matthew OndrusWeber State University | Advisory Board Member |

Andrew RossEastern Michigan University | Statistics Writing Team |

Jeremy StrayerMiddle Tennessee State University | Grant Lead PI, Research Team Professional Development Team Geometry and Algebra Writing Teams |

James TuttleWashtenaw Technical Middle College | Algebra Writing Team |

Michael WeissUniversity of Michigan | Geometry Writing Team |

John WomackSky View High School | Modeling Writing Team |

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

- 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.
- Share your questions and comments with regard this RAC’s work by email to Alyson.Lischka@mtsu.edu
- Spread the word about MODULE(S
^{2}) among colleagues in your department and let us know about your efforts by email to Alyson.Lischka@mtsu.edu - Consider becoming an official piloting faculty member as part of the NSF Funded portion of our work. Visit the the MODULE(S
^{2}) Grant page here for more information.

Anhalt, C. O., Cortez, R., & Bennett, A. B. (2018). The emergence of mathematical modeling competencies: An investigation of prospective secondary mathematics teachers. Mathematical Thinking and Learning, 20, 202–221.

Casey, S., Albert, J., & Ross, A. (2019). Developing knowledge for teaching graphing of bivariate categorical data. Journal of Statistics Education, 27(1).

Lai, Y. & Howell, H. (2016). Conventional courses are not enough for future high school teachers. Post for the AMS Blog on Teaching and Learning Mathematics. Retrieved from http://blogs.ams.org/matheducation/2016/10/03/conventional-courses-are-not-enough-for-future-high-school-teachers/

Lai, Y. (2018). Accounting for mathematicians’ priorities in mathematics courses for secondary teachers. Journal of Mathematical Behavior (online first).

Silverman, J. & Thompson, P. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11, 499–511.

Lischka, A. E., Lai, Y., Strayer, J. F., & Anhalt, C. (2020). Developing mathematical knowledge in and for teaching in content courses. In G. W. Martin, B. R. Lawler, A. E. Lischka, & W. M. Smith (Eds.) The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation (pp. 119-141). Information Age Publishing.

Lischka, A. E., & Czap, L. (2019). The mathematics of doing, understanding, learning, and educating for secondary schools. In W. M. Smith, K. M. Callahan, J. F. Strayer, R. S. Jones, & L. C. Augustyn (Eds.) Proceedings of the eighth annual Mathematics Teacher Education Partnership conference. Association of Public and Land-grant Universities. Available at: https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep8.html

Lai, Y., Strayer, J. F., Lischka, A. E., Anhalt, C., Quinn, C., & Reed, S. (2019). A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.). Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 765-773). RUME. Available at: http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf

Lai, Y., Strayer, J. F., & Lischka, A. E. (2018). Analyzing the development of MKT in content courses. In T.E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 496-499). University of South Carolina & Clemson University. Available at: https://www.pmena.org/pmenaproceedings/PMENA%2040%202018%20Proceedings.pdf

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. Association of Public and Land-grant Universities. Available at: https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep7.html

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. Available at: http://sigmaa.maa.org/rume/RUME21.pdf

Lischka, A. E., & Alibegovic, E. (2017). MODULE(S^2) 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. Association of Public and Land-grant Universities. Available at: https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep6.html

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. Association of Public Land-grant Universities. Available at: https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep5.html

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.

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