Making mathematics meaningful and memorable

Making Mathematics
Meaningful and Memorable
Hank
Karen

Corlyn





Lee

Kepner

Ann Pruske



Paige

Richards



Mary

Mooney

Association of Mathematical Teacher Educators
Tulsa, Oklahoma

January 24-26,2008


Teachers-in-Residence
Experienced teachers from Milwaukee
Public Schools.
On special assignment at the University
of Wisconsin - Milwaukee.
Link academic teacher preparation and
urban classroom practice.
Align teacher preparation and K-12
reform initiatives.


MET Report Recommendations
The mathematical education of teachers
should be seen as a partnership between
mathematics faculty and mathematics
education faculty.
There needs to be more collaboration
between mathematics faculty and school
mathematics teachers.
Prospective teachers need mathematics
courses that develop a deep understanding
of the mathematics that they teach.

University of
WisconsinMilwaukee

Milwaukee
Area
Technical
College

Milwaukee
Public
Schools


University of
WisconsinMilwaukee

MMP

Milwaukee
Public
Schools

Milwaukee
Area
Technical
College


Mathematics Course
Work

Core courses for MCEA majors
 Mathematical Explorations for Elementary
Teachers I and II
 Mathematics Methods for Elementary and Middle
School.
Middle Childhood through Early
Adolescence (MCEA) Math Minor






Discrete Probability and Statistics for Elementary
Teachers
Geometry for Elementary Teachers
Problem Solving and Critical Thinking for
Elementary Teachers
Algebraic Structures for Elementary Teachers


Mathematics

Mathematicians

Educators

Teachers-inResidence

National Research Council’s
Strands of Proficiency
Adding It Up, 2001







Adaptive Reasoning
Strategic Competence
Conceptual
Understanding
Productive Disposition
Procedural Fluency


Framework


Karen Corlyn
MPS Middle School Teacher-in-Residence @ UWM

Middle School Math Methods
Discrete Probability and Statistical
Analysis
Algebra Structures

It’s about making it accessible


It’s about making it accessible


Negations of Statements Utilizing Quantifiers.

Statement

Negation

Some a are b.

No a is b.

(Some cats are black)

(No cat is black)

Some a are not b.

All a are b.

(Some cats are not black)

(All cats are black)

All a are b.

Some a are not b.

(All cats are black)

(Some cats are not black)

No a is b.

Some a are b.

(No cat is black)

(Some cats are black)


It’s about making it accessible
3. FUNCTIONS

We now paste these diagrams together as such:
function diagram.

3
4
3
4
5
6
7

α

β
χ
δ

5
6

α
β
χ
δ

7

Τηε ρεσυλτινγ διαγραµ χοµπλετελψ δεσχριβ
εσ τηε
χοµποσιτιον. Το σεε
τηισ, χοµπαρε τηε λιστ
φϖαλυεσ
ο οβταινεδιν Αχτιϖιτ
ψ3.23 ωιτητηισ
παστεδ διαγραµ.φΙωε ωανττο, ωε µαψελιµινατε τηε σεαµ φροµ
τηισ διαγραµ το οβται
ν ουρυσυαλσορτοφφυνχτιον διαγραµ.


It’s about making it accessible


It’s about making relevant connections

It’s about making relevant connections


It’s about making relevant connections


It’s about making relevant connections


It’s about making relevant connections


It’s about building understanding

Laura and Maddie using manipulatives (two color
counters and Hershey Kisses) to solve the equation:

3x + 3 = 12


Most of all,
It’s all about the conversations . . .


Framework


Lee Ann Pruske

MPS Elementary School Teacher-in-Residence @ UWM

Elementary School Math Methods
Geometry
Problem Solving


Collaboration . . .
"The TIR's bring the perspective of how
to present this (the content) in an elementary
classroom, and what a teacher could expect
from the elementary school students. They
ground the course and make it relevant to the
future experience of the prospective
teachers”
Gabriella Pinter, PhD