University of Arizona
Institute for Mathematics and Education

Mathematicians in Mathematics Education

April 1–3, 2009, Tucson, Arizona

About this workshop

The demand is increasing for mathematicians who can constructively contribute to work in mathematics education, such as standards development, validation of tests, curriculum design, textbook review, and the preparation and professional development of teachers.


This workshop will orient mathematicians on key issues: the core mathematics of K–12, the mathematical knowledge of teachers, the nature of the educational system, the profusion of standards documents, the variety of curricula, and mathematics education research.


It is aimed the general audience of university mathematicians who wish to become involved in helping solve the problems in mathematics education.

Wednesday, April 1

  • 8:00–8:45 Continental breakfast
  • 8:45–9:15 Introductions
  • 9:15–9:30 Overview of workshop goals, activities, and structure (McCallum)
  • 9:30–12:00 Strand 1: The Young People's Project (Maisha Moses, John Baldwin, Naama Lewis, Pete Gilmore, Quinn Soto, College)
    • 9:30–9:45 The story of the Young Peoples Project (Moses)
    • 9:45–10:00 The Chicago collaboration (Lewis/Baldwin)
    • 10:00–10:15 The Boston/Cambridge collaboration (Soto/Gilmore)
    • 10:15–10:45 Doing some math together
    • 10:45–11:00 Break
    • 11:00–11:30 Debriefing the math--discussion with the audience
    • 11:30–12:00 Comments, Q&A (Moses)
  • 12:00–1:30 Lunch
  • 1:30–5:00 Strand 2: Mathematical knowledge for teachers (Bass, Ball)
    • Introduction to the problem
    • Video of classroom teaching
    • Introduction to MKT (mathematical knowledge for teaching)
    • Video from a math course for teachers
  • 5:30–6:30 Landscape of U.S. mathematics education (Ball)

Thursday, April 2

  • 8:00–9:00 Continental breakfast
  • 9:00–12:00 Strand 2 (cont)
    • What kinds of work help to develop MKT in teachers?
    • Important qualities of knowing mathematics well enough to teach it
  • 12:00–1:30 Lunch
  • 1:30–5:00 Strand 2 (cont)
    • Evidence on effects of MKT
    • Activities
    • Examination of textbooks for math content courses
  • 7:00 Dinner at El Charro

Friday, April 3

  • 8:00–9:00 Continental breakfast
  • 9:00–11:30 Strand 3: International comparisons (Howe)
    • Treatment of arithmetic in Singapore and the U.S.
    • Transition from arithmetic to algebra
  • 11:30–12:00 Next steps, wrap-up, evaluations

Organizing Committee

Products

Starting Off Right in Arithmetic

We have created the MIME registry of mathematicians interested in consulting in mathematics education.