Mathematicians in Mathematics Education (MIME)
March 16–18, 2014
College Station, TX
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- Hyman Bass, University of Michigan
- Roger Howe, Yale University
- Yvonne Lai, University of Michigan
- Deborah Loewenberg Ball, University of Michigan
- William McCallum (chair), University of Arizona
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 is designed for those in mathematics who would like to learn more about current issues in K-12 education and help address them, but may lack prior experience in this area. Participants will learn about key issues in the field, such as the core mathematics of K-12 and mathematical knowledge for teaching.
This workshop will appeal to anyone who has found interesting the challenge of structuring courses for prospective K-12 teachers, is curious about recent influences on K-12 curriculum (especially the Common Core State Standards in Mathematics), has wondered about how mathematicians can interact with local school districts and teachers in ways that support children's mathematics learning, or has thought about ways in which knowing mathematics for teaching a course might differ from simply doing the mathematics involved in the course.
This workshop serves as a place to learn more about the issues involved and meet others interested in mathematics education.
Times & location TBD.
During the 2009–2010 academic year, Harvey Mudd Professor of Mathematics Darryl Yong did something unusual for a university mathematician on sabbatical: he taught high school mathematics in a large urban school district, despite his institution not having a teacher preparation program and only graduating a few students per year who intend to be teachers. Four lessons emerged from his experience that he writes about in a special article for the Notices of the AMS.
This report, coordinated by the AMS and MAA, should be useful to the entire community of professionals who educate teachers of mathematics, from those who teach undergraduates seeking initial certi?cation to those who work with veteran teachers pursuing opportunities for professional development. Its audience includes professional development providers housed outside of academic institutions as well as collegiate faculty from disciplines outside the mathematical sciences who have become actively engaged in the mathematical education of teachers. Its primary audiences, however, are faculty who teach in mathematics or statistics departments and their colleagues in colleges of education who have primary responsibility for the mathematical education of teachers. In addition, this report will be useful to policy-makers at all levels who look to the mathematics and mathematics education community for professional guidance with respect to the mathematical education of teachers.
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards.
Over the past decade, much debate has arisen between mathematicians and mathematics educators. These debates have significantly distracted the attention of key players at all levels and have impeded efforts to improve mathematics learning in this country. This document represents an attempt to identify a preliminary list of positions on which many may be able to agree. Our effort arose out of discussions between Richard Schaar and major players in both communities. He suspected that some of these disagreements might be more matters of language and lack of communication than representative of fundamental differences of view. To test this idea, he convened a small group of mathematicians and mathematics educators.
This note presents a proposal for a coherent approach to mathematics instruction in first grade. The proposal is highly compatible with the recently published (in the US) Common Core State Standards for mathematics, but places more emphasis on connections between topics than might be evident from a casual reading of those standards.