Susan D. Nickerson San Diego State University Re-conceptualizing Mathematics Revisited: Perspectives and Views on Building and Delivering a Coherent Program Susan D. Nickerson San Diego State University

Middle School Mathematics Teachers Need to Know More Mathematics …and they need to know more than mathematics in order to teach effectively

Building and Delivering a Coherent Program

Framing Question: What are the appropriate roles of the state or DPI. IHE schools of education, IHE mathematics departments, and school districts in the preparation of middle school mathematics?

Issues Motivation to study more mathematics Access to classes & PD Design of these classes/PD Nature of these classes/PD How’d we do? This assessment is used to inform us regarding our goals overall. We have fairly stable material but we decide to spend more time with one content area in future courses Our funding agencies and school district partners are increasingly interested in student learning. In fact, have spent a great deal of time wrestling with the nature of information with regards to teacher learning We actually share.We do like them to know that our decisions about what to teach are data driven and that we can report substantial teacher learning. And further about what they have learned.

What Can Provide Motivation to Study More Mathematics? Macro (external) State University-based District Micro Love of mathematics Vision of professional development However, we do note that, as teacher educators, collaboratively planning classes, we have a number of other ways we assess our students’ progress and thus our work. Most of our focus will be on written assessments we have used, challenges, and what we have learned from them. Not enough time in classes, but often is a way to

How Can We Provide Access to Study More Mathematics? Appropriate entry points Logistically feasible However, we do note that, as teacher educators, collaboratively planning classes, we have a number of other ways we assess our students’ progress and thus our work. Most of our focus will be on written assessments we have used, challenges, and what we have learned from them. Not enough time in classes, but often is a way to

What is the Design of the Mathematics Courses for Middle School Teachers? Content (what is appropriate?) Knowledge for Teaching Find ways to keep the conversation going However, we do note that, as teacher educators, collaboratively planning classes, we have a number of other ways we assess our students’ progress and thus our work. Most of our focus will be on written assessments we have used, challenges, and what we have learned from them. Not enough time in classes, but often is a way to

Content Foundations Connections to earlier work Connections to other topics How much further to extend? Reasoning, Logic, Communication Opportunities to solve problems Here we are by subject: Geo not rich in relationships so consequently, spend considerable time developing.

What is the Nature of these Courses? How we teach these courses matters Connections Relevance Perception of Mathematics However, we do note that, as teacher educators, collaboratively planning classes, we have a number of other ways we assess our students’ progress and thus our work. Most of our focus will be on written assessments we have used, challenges, and what we have learned from them. Not enough time in classes, but often is a way to