William Rainey Harper College, IL

Focus on content and standards-based instruction for future mathematics and science teachers

There has been much written about what mathematics prospective elementary teachers need to know. Recognition of the special nature of the mathematical knowledge needed for K-12 teaching has resulted in new expectations. A profound rethinking of what constitutes an appropriate and useful preparation led to the development of an instructional model at William Rainey Harper College based on research about the teaching and learning of mathematics which has been nationally recognized by AMATYC and NSF. The program of instruction builds on students' prior knowledge. They engage with phenomena in hands-on activities and make connections between mathematical topics and the "real" world, developing a rich, connected web of knowledge while working collaboratively, Activities (oral and written) are designed to improve students' awareness of their thinking processes and evaluation of their own understanding of concepts and skill competence.

Our expertise in the areas of course and curriculum development, the formation of learning communities, assessment and evaluation, and professional development is informed and shaped by research about the teaching and learning of mathematics. As consultants and mentors to faculty at several colleges and universities who are in the process of developing/improving their mathematics and science courses for pre-service elementary teachers and/or the prerequisite courses, we share our knowledge of the K-8 curriculum, what we know about how students (children and undergraduates) develop mathematically and various models of courses which incorporate content and professional teaching standards.

Curriculum development of research-based materials and instructional practices:

• Aligned with state and national content and professional teaching standards.
• Develop a deeper understanding of elementary school mathematics.
• Improve mathematical reasoning.
• Help students see connections and make sense of mathematics.
• Establish expectations for growth in flexible thinking.
• Effect changes in attitude about mathematics and what it means to learn mathematics.

Learning Communities:

• Design and implementation of a learning community.
• Logistic issues to be addressed in developing a learning community.
• Resources to aid in the development of cross-discipline learning communities.

Assessment

• Analysis of course content in terms of outcomes-based learning goals and performance objectives.
• Documenting student growth over time.
• Use of manipulatives and tasks for diagnostic and evaluative purposes.
• Formative and summative assessment materials/instruments.
• Rubrics, portfolios, and other forms of alternative assessment.

Professional Development

• Instructional strategies
• Co-operative learning
• Use of manipulatives
• Appropriate uses of technology tools and software
• Identification of and access to resources

Mentors

Mercedes McGowen, Professor Emerita, and Mathematics Chair, AMATYC Teacher Preparation Committee, and Darlene Whitkanack, Educational Consultant of Mathematics and Science Education,

For more information, contact Wendy Taylor, 601.984.3545.

Information about Phi Theta Kappa's Preparing Tomorrow's Science and Mathematics Teachers at Community Colleges: Round II

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