The PMET project awarded mini-grants of $2,000 to $5,000 to faculty to support their efforts to improve the mathematical education of teachers at their institutions. These mini-grants supported projects in educational innovation that changed instruction and curriculum in particular courses taken by future teachers with the goal of having these changes implemented by all faculty in a mathematics department.
Each mini-grant project was required to have three components:
- Creating new mathematics courses, or reworking existing courses, in which future teachers are at least 40% of the enrollment;
- Organizing activities to make other faculty in the mathematics department more concerned about teacher education as an educational priority of the department and more knowledgeable about the particular mathematical needs of future teachers; and
- Networking with other mini-grant leaders to share experiences and, more generally, to create the critical mass of concerned faculty needed to sustain participants' enthusiasm for many years.
These components corresponded to the three target audiences of the PMET project:
- New mathematics courses directly impacts the mathematical instruction of teachers.
- Organizing activities impacts the visibility and support for teacher education in mathematics departments.
- Networking impacts the visibility and support for teacher education in the broader mathematics community.
Minigrant Project Summaries
Mathematician Project Directors(s): Cecelia Laurie (email@example.com); Wei Shen Hsia (firstname.lastname@example.org)
Mathematics Educator Project Director: Cristina Gomez (email@example.com)
The Department of Mathematics, incollaboration with the Department of Elementary Education Programs, at the University of Alabama, and the local schools is developing a three-semester sequence of mathematics content courses for prospective elementary school teachers. This series of courses will provide future teachers with a deep understanding of the mathematical concepts of elementary mathematics. The program will impact all students in the elementary education program (80), in the multiple abilities program (20) and in the special education program (20) every year. The funds of this grant will be used to support the development of the materials for these courses and to increase math faculty involvement in teaching courses for teachers.
Mathematician Project Directors(s): Dr. Margaret Owens (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. William Fisher (email@example.com)
The project is centered on the design of a new required course for all prospective elementary teachers. The upper division course will be on proportional reasoning and algebraic thinking. It will follow many of the MET and CBMS guidelines and will position future teachers to be more effective in helping their children understand the transition from arithmetic to abstraction. A mathematics education seminar series will be conducted focusing on an analysis of the developed curriculum and will be open to all mathematics and mathematics education faculty, both full and part-time as well as area teachers and community college instructors.
Mathematician Project Directors(s): Kevin Callahan (firstname.lastname@example.org); Kathy Hann (email@example.com)
Mathematics Educator Project Director: Phil Duren (firstname.lastname@example.org)
The departments of Teacher Education and Mathematics and Computer Science at California State University, Hayward (CSUH) propose to use PMET mini-grant funds to collaborate in redesigning the Mathematics Teaching Option of our Mathematics Bachelors program at CSUH. This effort will bring the option in line with the “No Child Left Behind Act” (NCLB) and the new single subject matter standards laid out by the California Commission on Teacher Credentialing (CCTC). We will use the Mathematical Education of Teachers (MET) report as a resource to guide our development of the new program.
Mathematician Project Directors(s):Wayne Bishop (email@example.com)
Mathematics Educator Project Director:Debasree Raychaudhuri (firstname.lastname@example.org)
Our mission is to create teachers who can demonstrate mathematical coordination and flexibility and teach concepts in a coherent manner, connecting theories to procedures and applications. We propose to create a collection of courses for secondary teachers that combine subject matter knowledge, pedagogical content knowledge and knowledge of technology- mapped across the high-school curriculum. Our collaborators in this endeavor will be representatives from immediate stakeholders, the secondary school teachers and the mathematicians, with the mathematics educator acting as the liaison.
Mathematician Project Directors(s):Joel Zeitlin (email@example.com);
Jerrold Gold (firstname.lastname@example.org);
Rita Basta (email@example.com)
Mathematics Educator Project Director:Hillary Hertzog (firstname.lastname@example.org); Maria Czech (email@example.com)
The proposed project goal is to rethink the content and pedagogy of mathematics courses taught to pre-service elementary school teachers so that these courses are infused with pedagogical content knowledge (PCK)—preparing teachers to engage students in making sense of the material by building deep knowledge of the subject matter, a growing repertoire of strategies and a reflective awareness of the learning envirnonment. Members of the project will consult with other educators to develop assessment strategies to document the learning path of candidates through practice and research. The grant will fund consultations and collaborations with non-project writer/educators and pay summer stipends to members of the project as they pursue development of an assessment process.
Mathematician Project Directors(s): Doraiswamy Ramachandran (firstname.lastname@example.org)
Mathematics Educator Project Director: Daniel Clark Orey (email@example.com)
At this stage of the Algorithm Collection Project collected data has been gleaned from interviews from newly arrived immigrant adolescent high school students. Support from PMET will further interviews from immigrants at Encina High School and will allow us to build a curriculum into existing ethnomathematics course (College of Education) and mathematics education courses in the blended credential program (mathematics department and education department) for future secondary educators, and to disseminate this work throughout the CSU and California Mathematics Council Network. We are extremely excited about the opportunity that PMET support will give us to collaborate between departments on our campus.
Mathematician Project Directors(s): Marie M. Vanisko (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. Viji Sundar (email@example.com)
This is a proposal for funds to design two mathematics course for future teachers seeking the multiple subject credential but wanting the certification that will allow them to teach mathematics at departmentalized middle/junior high schools. This proposal focuses on selected Subject Matter Requirement (SMR) topics that mathematics teachers at departmentalized junior high / middle schools are required to know. These topics include the study of linear and abstract algebra, neither of which are covered in current programs taken by elementary teachers. Our project would serve the needs of current elementary teachers, as well as, the needs of future teachers.
Mathematician Project Directors(s): Janet Barnett (firstname.lastname@example.org);
Janet Nichols (janet.Nichols@colostate-pueblo.edu)
Mathematics Educator Project Director: Hortensia Soto-Johnson (email@example.com)
The purpose of the project is to create a new course for pre-service elementary teachers and work with faculty at community colleges who will now be teaching the content courses for pre-service elementary teachers. Our plan is to have a spring workshop where we share ideas about teaching the mathematics content courses for elementary teachers. We also intend to promote mathematics education in our mathematics department through a Visiting Scholar Program.
Mathematician Project Directors(s): Jim Loats (firstname.lastname@example.org)
Mathematics Educator Project Director: Don Gilmore (email@example.com)
The Connected Approach to Mathematics For Pre-Service Elementary Teachers (CAMPET) Project is based on the premise that teachers of mathematics must have sound, conceptual mathematics knowledge themselves if they are going to be able to support such knowledge development for their students. The primary goal of CAMPET is to enhance the mathematics knowledge base of pre-service K-6 mathematics teachers through the development and implementation of a nine hour-three semester reformed mathematics content sequence. The program will be implemented in the fall of 2004 and run through the fall of 2005. At the end of the first run the courses will be evaluated.
Mathematician Project Directors(s): Ekaterina Lioutikova (firstname.lastname@example.org)
Mathematics Educator Project Director: Lucille McEachern (email@example.com)
The main objective of the project is to develop a new mathematics course designed specifically to be accessible and relevant to pre-service elementary school teachers. The one-semester course will focus on number sense and emphasize mathematical reasoning and sense-making; topics from geometry will also be included. Activities in the course will help the students connect the mathematical content to the tasks faced by an elementary school teacher. Appropriate NSF-funded curriculum materials will be used. Work on this project will foster partnership between mathematics faculty, education faculty, and public school teachers. Networking and dissemination activities are planned.
Mathematician Project Directors(s): Dr. John Nardo (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. J. Lynn Gieger (email@example.com)
The goal of this project is to develop and revise course materials for the Mathematical Inquiry (EDU 604) course offered at Oglethorpe University. This course focuses on a deep understanding of rich mathematical content as well as on methods for teaching that content to young learners. Our product would be a series of units designed to encourage deep mathematical understanding while also modeling and discussing appropriate teaching methods. This design avoids the traditional and somewhat artificial separation of content and methods courses in teacher preparation. We also plan to provide manipulative kits as part of the curriculum package.
Mathematician Project Directors(s): Suzanne Riehl (Suzanne.Riehl@uni.edu)
Mathematics Educator Project Director: Diane Thiessen (Diane.Thiessen@uni.edu)
This proposal seeks funding to improve the mathematics preparation of elementary education preservice teachers at the University of Northern Iowa by creating a special section of the Liberal Arts Core course, Mathematics for Decision Making. The redesigned section will continue to focus on “quantitative techniques and understanding" but will differ in emphasis and pedagogy. Examples and content complementing the content of the elementary school will be addressed using pedagogy drawn from, and consistent with, reform efforts. The special section is to be piloted, evaluated, revised and then expanded to additional sections.
Mathematician Project Directors(s): Frank S. Brenneman, Ph.D. (firstname.lastname@example.org)
Mathematics Educator Project Director: Ellynne Wiebe, M.A. (email@example.com)
This project is to integrate three aspects of the mathematical education of teachers: mathematical content, pedagogy and practice. The two mathematics courses, which prospective elementary teachers take at Tabor College, will be designed so as to meet the recommendations stated in Chapter 3 of the Mathematical Education of Teachers (CBMS, 2001). These content courses will be integrated with the two pedagogy courses and with the junior year practicum. The project will include a workshop with mathematics departments of area colleges, to present this program as a model for their consideration and to encourage their faculty to give higher priority, in their departments, to the mathematical education of elementary teachers.
Mathematician Project Directors(s): Dr. Olusola Akinyele (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. Lola LeCounte (email@example.com)
Beginning in January 2004 and ending December 2005, the School of Education and the Mathematics Department will work collaboratively and cooperatively to increase the number of undergraduate and graduate students who are proficient in mathematics foundation skills, but also who are equipped to deliver mathematics instruction that helps close the achievement gap for k-12 students. In addition, we propose to increase the number of undergraduate and graduate teacher candidates who pass the Praxis I Examination prior to their junior year (undergraduate) or second year in the Masters of Art in Teaching Program (MAT). The team's action plan will include faculty seminars (valuing mathematics, cooperative and collaborative team building, and sensitivity to students learning mathematics) training (instructional delivery) for faculty members who teach mathematics to teacher candidates, strengthening of existing courses, inclusion of a foundation course and establishing networking links with colleagues. Also, we commit to solidify partnerships with school districts, community organizations, other stakeholders and other interests groups.
Mathematician Project Directors(s): Martin Ndumu (firstname.lastname@example.org);
Robert Johnson, Jr. (email@example.com)
Mathematics Educator Project Directors(s): Daniel Seaton (firstname.lastname@example.org); Ojiabo Ukoha (email@example.com)
Recent No Child Left Behind legislation has elevated national interest in mathematics achievement and the mathematics education of teachers. UMES proposes to develop, pilot, evaluate, and disseminate a capstone course in Geometry, Algebra, and Trigonometry for prospective and practicing school mathematics teachers according to MET II recommendations. Course development and other departmental activities are expected to elevate concern for mathematics teacher education as a departmental priority, produce materials suitable for widespread distribution, and facilitate networks that enhance further improvement. Evaluation measures will support the development of additional capstone courses and inform the efforts of others implementing MET II recommendations.
Mathematician Project Directors(s): Gerard Venema, Ph.D. (firstname.lastname@example.org)
Mathematics Educator Project Director: Janice Koop, Ph.D. (email@example.com)
Our K-8 students take only eight sophomore-level hours of mathematics content/methods. We will expand this to three courses (at least one at the junior/senior level). To connect these courses to the K-8 classroom, we will make field experience and use of videos/case studies an integral part of the courses. To widen the department's view of K-12 mathematics education we will integrate mathematics education speakers into an existing mathematics colloquium program. We will continue to learn about exemplary programs and to share our plans with others by attending regional and national meetings.
Mathematician Project Directors(s): Ed Aboufadel (firstname.lastname@example.org);
Matt Boelkins (email@example.com)
Mathematics Educator Project Directors(s): Charlene E. Beckmann (firstname.lastname@example.org); Rebecca Walker (email@example.com); David Coffey (firstname.lastname@example.org)
For two years, we have been enhancing our mathematics courses through the use of challenging K–12 activities. We are now working to engage faculty from Michigan colleges and universities in a discussion about teaching mathematics, especially to clients who will be teachers. This proposal seeks funding to support a conference, Conversations Among Colleagues: Collaboratingto Improve the Mathematics Education of Our Students, on March 20, 2004 at GVSU to provide a forum for mathematicians, mathematics educators, and K-12 teacher intern mentors to engage in discussions led by state and national leaders about the problems facing K-12 teachers and possible solutions.
Mathematician Project Director(s): Tracy Bibelnieks (email@example.com);
Matthew Haines (firstname.lastname@example.org)
Mathematics Educator Project Director: Linda Stevens (email@example.com)
The Augsburg Mathematics Department is committed to improving the mathematical preparation of K-6 teachers. One of the issues to be addressed is the lack of perceived relevance of mathematics for elementary education courses to what preservice teachers believe they will be teaching. The proposed restructure/revision of the courses will address this issue and others through incorporation of active pedagogical approaches, alignment with the math methods course, and explicit connections of depth of mathematical knowledge to K-6 curricula. Moreover, the revision will contribute to the development of a larger model for improved mathematical preparation of all K-12 teachers at Augsburg.
Mathematician Project Directors(s): Larry Ray, PhD (firstname.lastname@example.org);
Patricia Anderson, PhD (email@example.com)
Mathematics Educator Project Director: Lowell Hagele, EdD (firstname.lastname@example.org); Keith Riese, MSEE (email@example.com)
Union's Project for Improving the Mathematical Education of Teachers addresses three recommendations from the MET Report (#1, #6, #8); preservice mathematics courses that develop deep understanding of secondary mathematics, an enhanced partnership between mathematics faculty and education faculty, and increased collaboration between mathematics faculty and school mathematics teachers. Though surveying secondary mathematics teachers, Union's mathematics faculty will determine topics/concepts that are most challenging for secondary pupils. With assistance from education faculty and secondary teachers, they will investigate how mathematics education students learn these ideas and use this information to redesign the UC mathematics curriculum for maximum understanding.
Mathematician Project Directors(s): Judy Downey (firstname.lastname@example.org)
Mathematics Educator Project Director: Janice F. Rech (email@example.com)
The funds will be used to fund a summer stipend for one project director to fully develop a new mathematics course specifically for elementary teachers. The goal of this course will be to deepen the conceptual understandings of the mathematics that is taught in the elementary grades. Students will be engaged in classroom activities and outside projects that address the underlying concepts of common mathematics practices. Many teachers enter a classroom with an awareness of the “rules of math”, but do not possess conceptual understandings leading to the development of such rules. Teachers are required to differentiate their instruction to meet the needs of all learners. If they do not possess their own deep understandings, they will be incapable of teaching mathematics in various ways for the benefit of all students.
Mathematician Project Directors(s): Dr. David Kenoyer (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. Margaret Morrow (email@example.com)
We plan to develop a new capstone course that would be required of all out secondary education mathematics major students. All our mathematics majors already take one required capstone course (Core Mathematics). The proposed new course would be a second capstone experience designed specifically to meet needs of secondary education mathematics major students that are not currently addressed in our program. The emphasis would be on using appropriate technology, on active learning, and on examining content areas of particular importance in high school mathematics from the advanced perspective provided by other mathematics courses in their program.
Mathematician Project Directors(s): Kris Green (firstname.lastname@example.org)
Mathematics Educator Project Director: Erica Johnson (email@example.com)
The purpose of this project is three-fold. The first goal is to establish partnerships between undergraduate and secondary educators for the collaborative development of curriculum materials for use in an undergraduate “Advanced perspectives for Secondary Teachers” course. These joint efforts will serve to strengthen the pedagogical content knowledge of the participating secondary teachers and that of preservice secondary teachers. Secondly, this project aims to develop a deeper and more explicit understanding of preservice secondary teachers' mathematical content knowledge. Further, established regional PMET networks will be used to impact the visibility and support for teacher education in the broader mathematics community.
Mathematician Project Directors(s): Mr. James C. Henson (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. Pamela Lasher (email@example.com)
This project is designed to develop activities for use in proposed courses for preservice elementary teachers. We wish to purchase manipulatives for use in these courses and for use in in-service with teachers. We would also like to in-service our fellow mathematicians to encourage them to use these materials in the teaching of these classes. We feel that by having the materials and activities available in our department, our colleagues will be empowered to use them in their teaching of these proposed courses. Presently, our university has no math course specifically designated for elementary education majors. We have proposed two courses based on our participation in the summer PMET workshop we attended. We are fairly confident these courses will be in place for the 2004-2005 school year.
Mathematician Project Directors(s): Dr. Dan Kemp (firstname.lastname@example.org)
Mathematics Educator Project Director: Dr. Christine Larson (email@example.com)
We propose to design a new course to help future teachers develop the sound mathematical understanding necessary to recognize instructional opportunities and to make good curriculum decisions. Future teachers need the ability to ask good mathematical questions and look at problems from multiple perspectives. They need to be able to analyze a student's work to check for mathematical correctness and understand the connections within mathematical topics. This grant will provide an opportunity to create material to meet the needs of this specific course and to consult with mathematics faculty about ways to incorporate the recommendations of the CBMS into individual courses.
Mathematician Project Directors(s): Tom Caplinger (firstname.lastname@example.org);
Cecil Rousseau (email@example.com)
Mathematics Educator Project Director: April Hoffmeister (firstname.lastname@example.org); Celia Rousseau (email@example.com)
Faculty from the Department of Mathematical Sciences and the College of Education at the University of Memphis will organize a sequence of courses in mathematics for elementary education majors based on recommendations from The Mathematical Education of Teachers, NCTM standards, Memphis City and Shelby County Schools, and PMET participants. Guest speakers will speak to faculty about the importance of mathematics education, especially the education of future teachers. One faculty member and one graduate student will apply to attend a PMET workshop each summer. Teachers from Memphis City and Shelby County Schools will speak to pre-service elementary teachers about their experiences in teaching elementary mathematics.
Mathematician Project Directors(s): Cameron Sawyer, Ph.D. (firstname.lastname@example.org)
Mathematics Educator Project Directors(s): John Chapman, Ph.D. (email@example.com); Michael Kamen, Ph.D. (firstname.lastname@example.org)
The proposed investigators plan to create a mathematics capstone course that would target future high school mathematics educators. In addition to instituting a new course, materials for this course will be developed. These materials will be made widely available and will concentrate on the issues addressed in the MET report. The faculty in Southwestern's Mathematics and Computer Science Department will be engaged through seminars and participation in the project. Networking with faculty in mathematics and education departments at Southwestern and other universities will be an integral part of the creation, dissemination, and assessment of the capstone course materials