Preparing Teacher Candidates for CCSS in Mathematics: The Sequel Reuben S. Asempapa Ohio University AACTE Webinar December 15, 2015

OverviewOverview Research Assessment Resources

Research  Conducting relevant research that connects to the CCSS in mathematics  Investigating misconceptions and concerns about mathematical modeling (Asempapa, in press; Gould, 2013; Wolfe, 2013;)  Why the focus on modeling?  It is a SMP for all K–12  Nearly 40% of the CCSS in mathematics for high school fall under the category of modeling

Research Findings (Asempapa, in press)  Mathematical Modeling (MM) Definition Note: inter-rater reliability =.87; N = 284;

Research Findings (Asempapa, in press)  Participants experiences with MM Note: The variation in sample size is due to the variation in the number of responses; Yes = 1; No = 2; Not Sure = 3. QuestionNMSDYes (%)No (%)Not Sure (%) Does your mathematics textbook have mathematical modeling activities? (33)127 (40)85 (27) Do you teach mathematical modeling activities? (66)48 (15)60 (19) Did you take a mathematical modeling course in your teacher preparation program in college? (10)258 (83)23 (7) Does your school district provide you with any support in teaching mathematical modeling? (25)150 (47)89 (28)

Assessment  Students  PISA, TIMSS (international)  NAEP (national)  PARCC, SBAC, and AIR (state level)  Pre-service and in-service teachers  GAIMME document

Assessment Cont’d  Integrate the CCSS in mathematics into state teacher licensure assessments  Assess pre-service teachers’ learning related to the CCSS in mathematics for feedback and program improvement

Other Resources  Taking advanced mathematics courses  Throughout the program  At least 4 years of continuous mathematics  Developing methods courses that will ensure pre- service teachers have the content and pedagogical backgrounds needed to support students’ progress in meeting the CCSS in mathematics  Developing communities of practices with in-service and pre-service teachers and faculty

Other Resources Cont’d  One-year clinically based model for teacher preparation  Align teaching standards and licensure requirements to CCSS in mathematics  Support faculty through professional development  Collaboration between faculty  Collaboration between the department of mathematics and the department of teacher education

Useful Sources  American Institute for Research (2014). Preparing teachers for the Common Core: Aligning preparation program curricula. Washington DC: American Institute for Research. Retrieved from _Preparation_Common_Core.pdf  Asempapa, R. S. (in press). Developing an instrument to assess teachers’ knowledge about the nature of mathematical modeling and their attitude toward such modeling (Doctoral dissertation). Athens, OH: Ohio University.  Conference Board of the Mathematical Sciences (2012). The Mathematical Education of Teachers II. Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America.  Gould, H. T. (2013). Teachers’ conceptions of mathematical modeling. Retrieved from  OECD. (2010). PISA 2009 Results: Executive Summary. Retrieved from pisa/pisaproducts/ pdf  Science and Mathematics Teacher Imperative (SMTI), The Leadership Collaborative (TLC), and the Working Group on the Common Core State Standards (n.d). The Common Core State Standards and teacher preparation: The role of higher education (Discussion Paper). New York, NY: Association of Public and Land-Grant Universities. Retrieved from projects-and-initiatives/stem-education/SMTI_Library/APLU-SMTI- Paper-2/file?id=3482  Wolf, N. B. (2013). Teachers’ understanding of and concerns about mathematical modeling in the common core standards. Retrieved from ProQuest Digital Dissertations. (UMI ).

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