{"id":500,"date":"2012-01-10T23:18:11","date_gmt":"2012-01-10T23:18:11","guid":{"rendered":"https:\/\/uwm.edu\/news\/?p=500"},"modified":"2015-11-12T08:21:50","modified_gmt":"2015-11-12T14:21:50","slug":"preparing-teachers-for-revolutionary-mathematics-standards","status":"publish","type":"post","link":"https:\/\/uwm.edu\/news\/preparing-teachers-for-revolutionary-mathematics-standards\/","title":{"rendered":"Preparing teachers for revolutionary math standards"},"content":{"rendered":"
\"Number
Teachers learn how to use number line diagrams and other visual ways of teaching mathematics. (Photo by Kyle Stevens.)<\/figcaption><\/figure>\n

How many \u00be-cup servings of popcorn can you get out of 5 cups of popcorn, and what\u2019s going to be left over for midnight snacking?<\/p>\n

That was one of the real-life fraction word problems a group of local teachers took on at a recent workshop. Their goal was not just to figure out the answer to the problem, but to experiment with new and better ways to teach mathematics to their students.<\/p>\n

51ÁÔÆæ\u2019s School of Education developed and is leading the Common Core Leadership in Mathematics (CCLM) project, designed to help local schools make the transition to new academic standards for mathematics education that have now been adopted in 45 states, the District of Columbia and two U.S. Territories.<\/p>\n

The common core standards grew out of a push by the National Governor\u2019s Association and the Council of Chief State School Officers to assure consistency in mathematics education from state to state while improving teaching and learning.<\/p>\n

Cutting-edge work<\/strong><\/p>\n

\"A<\/a>
New standards incorporate more visuals. Shown here are a number line diagram and a tape diagram.<\/figcaption><\/figure>\n

\u201cThis is really cutting-edge work,\u201d says DeAnn Huinker, professor of education, one of the 51ÁÔÆæ faculty members involved in the local CCLM partnership. Other partners include the public school systems in Milwaukee, Wauwatosa, Mequon-Thiensville and South Milwaukee.<\/p>\n

Wisconsin adopted the common standards in mathematics and English\/language arts in June 2010, and districts are moving toward incorporating them into their curricula. A new state assessment system is being created to test students\u2019 knowledge\/mastery of the Common Core State Standards (CCSS) topics and themes. Statewide implementation is expected by 2015, according to the state Department of Public Instruction (DPI).<\/p>\n

\u201cThese standards are aligned with college and career expectations, will ensure academic consistency throughout the state and across other states that adopt them, and have been benchmarked against international standards from high-performing countries,\u201d said Tony Evers, state superintendent of public instruction, in announcing Wisconsin\u2019s adoption of the standards.<\/p>\n

\u201cThe new common core standards are designed to help students gain a deep, fundamental understanding of mathematics,\u201d says Huinker, \u201cbut they will also allow for valid comparisons across states.\u201d The new standards will also focus on how mathematics works in everyday life, says Huinker. \u201cThis approach really respects the discipline of mathematics and what we know about how students learn.\u201d<\/p>\n

\u201cThe professional development process is going to be very intense,\u201d says Henry Kepner, 51ÁÔÆæ professor emeritus of mathematics education and former president of the National Council of Teachers of Mathematics. \u201cTeachers don\u2019t really know how different the things they\u2019ll be teaching kids are going to be.\u201d<\/p>\n

Replacing memorization with visual tools<\/strong><\/p>\n

\"51ÁÔÆæ\u2019s<\/a>
51ÁÔÆæ\u2019s DeAnn Huinker works with Kathy Sicula of the Wauwatosa School District at one of the regular workshops.<\/figcaption><\/figure>\n

While some areas of study won\u2019t change as much, says Huinker, the approach to teaching concepts like fractions will change significantly. Currently, for example, teachers might have approached the popcorn problem by discussing how to divide fractions by inverting the denominator. And students might have simply memorized the formula.<\/p>\n

The new standards encourage the use of visual tools like number lines, bar charts and tape diagrams \u2013drawings that look like a segment of tape, which are used to illustrate number relationships. These tools are widely used in high-performing schools in Asia and Europe .<\/p>\n

The common standards concept borrows ideas on teaching from states and countries whose students do well in mathematics, says Huinker. \u201cThe U.S. is criticized as having a fragmented, incoherent curriculum that\u2019s a mile wide and an inch deep.\u201d<\/p>\n

The 40 educators currently involved in the common core standards professional development program earn five credits at 51ÁÔÆæ with tuition waived. The program is funded by the U.S. Department of Education through the UW System\u2019s Teacher Quality Initiative.<\/p>\n

The group met for two weeks in the summer, and will continue to meet twice a month throughout the school year to study the new standards and discuss ways to teach them. They are also bringing the ideas back to other mathematics teachers in their districts and are helping with district-wide planning.<\/p>\n

The start of something new<\/strong><\/p>\n

Those involved like being in on the start of something new.<\/p>\n

\u201cThe whole nation is going this way,\u201d says Sarah Koneazny, a mathematics teacher-leader for MPS. \u201cI figured I would be in at the beginning.\u201d Greg Coleman, a fifth grade mathematics teacher at Stuart Elementary in Milwaukee, said he\u2019s enjoying the opportunity to learn about the new common concepts early in the process. \u201cI like that we\u2019re having a chance to crack them open and see what we\u2019re going to be rolling out.\u201d<\/p>\n

They\u2019re also passionate about the need to improve mathematics education.<\/p>\n

\u201cI\u2019ve been feeling a real sense of urgency that the U.S. as a whole and our school district and my classes need to ratchet up our expectations,\u201d says Mary Lock, who teaches eighth grade in Mequon-Thiensville.\u00a0 \u201cOur students need to be competitive in the global economy and that means we need to adjust the way we teach, because we\u2019re falling behind other developed nations.\u201d<\/p>\n

51ÁÔÆæ faculty and staff involved in the project include Huinker; Kepner; Kevin McLeod, associate professor of mathematics; and instructors Connie Laughlin and Janis Freckmann. Project advisers from the districts are Sharonda Harris, MPS; Paige Richards, South Milwaukee; Sue Chmielinski, Wauwatosa; and Melissa Hedges, Mequon-Thiensville.<\/p>\n","protected":false},"excerpt":{"rendered":"

How many \u00be-cup servings of popcorn can you get out of 5 cups of popcorn, and what\u2019s going to be left over for midnight snacking?<\/p>\n","protected":false},"author":835,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","uwm_wg_additional_authors":[]},"categories":[174],"tags":[],"section":[122,123],"display_categories":[],"related-coverage":[207],"uwmnews-feed":[],"class_list":["post-500","post","type-post","status-publish","format-standard","hentry","category-news","section-campus-community","section-campus-partnerships","related-coverage-teaching"],"yoast_head":"\nPreparing teachers for revolutionary math standards<\/title>\n<meta name=\"description\" content=\"How many \u00be-cup servings of popcorn can you get out of 5 cups of popcorn, and what\u2019s going to be left over for midnight snacking?\" \/>\n<meta name=\"robots\" content=\"index, follow, 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