Virginia Mathematics Teacher Fall 2016

Interactive Mathematics Institute for Middle School Teachers Kristina Anthony and Heather Nunnally

complete the program over 3 years.

Abstract

The Interactive Mathematics Institute for Middle School Teachers (IMI-RMST) is designed to improve mathematics content, pedagogical strategies and assessment practices of middle school teachers and principals in an urban school district. This project consists of course work and follow-up experiences focusing on rational numbers, proportional reasoning and algebraic thinking through the use of inquiry-based activities involving multiple representations of mathematical concepts, engaging teachers in rich mathematical concepts and developing. Furthermore, workshops for building level administrators were developed to facilitate discussion among administrators on supporting good mathematics instruction. This paper reports on the results from the first year of a three year project and is applicable to mathematics teacher educators and district level mathematics supervisors. The Interactive Mathematics Institute for Middle School Teachers (IMI-RMST), developed by Virginia Commonwealth University in partnership with a large urban school district, is designed to improve mathematics content and pedagogical practice of middle school teachers. The urban school division is a high needs school district with a significant amount of teacher turnover from year to year. This program is designed to provide mathematical and pedagogical support for these teachers. In order to achieve positive change to teacher practice, IMI-RMST recognizes that PD must be content specific (Campbell & Malkus, 2011; Hill et. al, 2005; Garet, Porter, Desimon, Birman & Yoon, 2001) and provide opportunities for teachers to apply their new knowledge with follow-up support as they do so (Roberts & Pruitt, 2003). To that end, teachers complete two courses: Rational Numbers and Proportional Reasoning for Middle School Teachers and Algebraic Thinking for Middle School Teachers . Each course consists of a 2-week intensive summer institute and school year follow-up sessions that feature activities designed to help teachers increase their conceptual understanding of mathematics and develop the pedagogical strategies to help their students better understand the mathematics. Two cohorts will

Content for these courses aligns with the Virginia 2009 Mathematics Standards of Learning. Each curriculum was developed, under the direction of lead investigator, Dr. Aimee Ellington, through teams consisting of mathematics education faculty, mathematicians, mathematics instructional staff, and lead teachers with strong mathematics backgrounds. An underlying assumption of our project and, more specifically, the foundation of the work of the course development team was that students learn mathematics primarily through the experiences that teachers provide. As a result, teachers must have a deep understanding of the content as well as effective pedagogical skills to help students develop their mathematical understandings (Hill, Rowen, & Ball, 2005). To that end, course instructors model research-based instructional practices to help participants make connections between content and pedagogy. The courses provide many opportunities for participants to engage in mathematical dialogue and hands-on activities. During the summer of 2015, the first cohort consisting of 17 teachers from 5 different schools began the professional development program. The first course, Rational Numbers , was taught by a 2-person team consisting of a university faculty member and master teacher with middle school experience. Small and whole group discussions focused on sharing ideas learned not only in the summer institute, but participants also shared their own successes using different forms of classroom instruction. During the institute, teachers worked in professional learning communities (PLC) led by mathematics specialists from surrounding districts to design rich mathematical tasks for classroom use. PLC’s provide an ongoing up forum for discussion and reflection to deepen their understanding of mathematics and make positive change to their pedagogy (Jackson & Cobb, 2013; Campbell & Malkus, 2011; Olson & Barrett, 2004; Zelpada, 2012). Figures 1 and 2 contain sample mathematical tasks developed by participants.

Virginia Mathematics Teacher vol. 43, no. 1

35