Teaching Teachers in a Research Mathematics Department Heather Calahan Ted Gamelin UCLA Mathematics Department.

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Presentation transcript:

Teaching Teachers in a Research Mathematics Department Heather Calahan Ted Gamelin UCLA Mathematics Department

Course Structure Three quarter hybrid course integrating mathematics and pedagogical content topics Co-taught by mathematician and mathematics educator Guest presenters Includes classroom observation Culminates in presentation of portfolio

Course Features Connects undergraduate coursework to secondary mathematics Deepens student understanding of secondary mathematics Emphasizes problem solving, student presentation of solutions, and multiple solutions Students learn new mathematics in the manner in which they are being encouraged to teach

Course Mathematics Content Number Function Equation Axiomatic systems and proof Measure Transformations Trigonometry Probability and statistics

Course Pedagogical Content Assessment Connections Equity issues in the mathematics classroom Justification and proof Mathematical communication Problem solving Professional practice and growth Representation and interpretation Theories of learning

Axiomatic Systems Vignette Prove hyperbolic line theorem Define hyperbolic notions Consider parallelism and the parallel postulate Construct several hyperbolic triangles and measure angle-sums Compare Euclidean, spherical, and hyperbolic geometries

Mathematics for Teaching Major Two year calculus sequence, computer science course, mechanics course 13 UD (1-quarter) courses hybrid capstone/methods sequence math history probability and statistics 7 “standard” courses 30 hours of observation Portfolio requirement (integrated into Math105)

Department Math/Ed Platform California Mathematics Project Mathematics Diagnostic Testing Project Math Content Program for Teachers Mathematics Teacher in Residence Joint Mathematics Education Program Subject Matter Preparation Program

Challenges Generating student interest in a teaching career Fitting teacher education into a mathematics department The sociology gap between mathematics and education Working in midst of giant school district with giant problems

More Challenges Elimination of a waiver route to content certification for elementary school teachers Barriers posed by CTC bean counters The changing shape of extramurally funded public universities The department infrastructure for teacher preparation and outreach

And Yet More Challenges Attuning hiring regulations of the College to teacher preparation programs The view that any intelligent person can teach mathematics