1 Why should MSRI be involved in education, and how?

Today’s session Overview of mathematics education in the U.S. and introduction to MSRI initiative: Deborah Ball Mathematicians’ involvement in education: Undergraduate enrichment program: Ricardo Cortez Math circles and Olympiads: Hugo Rossi Mathematical education of teachers: Hung-Hsi Wu Partnerships: Herb Clemens Commentary: Hyman Bass 2

3 Today’s Session Overview of mathematics education: Deborah Ball Specific programs and focal points for mathematicians’ engagement in education: –MSRI Undergraduate Program : Ricardo Cortez –Math Circles: Hugo Rossi –Mathematical education of teachers: Hung-Hsi Wu –Partnerships: Herb Clemens Commentator: Hyman Bass

4 Mathematics education: A brief snapshot 1.Achievement 2.Curriculum 3.Assessment 4.Teaching 5.Teachers and professional education 6.Research 7.Reform 8.Cooperation of stakeholders

5 Achievement Unevenly distributed Achievement gap between poor and middle class students Summer loss

6 What is the “achievement gap”? In 2005, 69% of 8th graders scored above “basic” level on NAEP Math Significant differences by race: 42% of African American, 52% of Latino, and 80% of White 8th graders score at this level And by income level: 51% of low income students scored above “basic”; 79% of others

7 How does U.S. achievement compare internationally? U.S. 15-year-olds were outperformed in math by students in 23 of 38 other countries They were outperformed in science by students in 18 of 38 countries

8 Changing demographics: Percentage distribution of the race/ethnicity of public school students in kindergarten through 12th grade: Fall 1972 and 2005

9 Changes in home language: Percentage of public school students in kindergarten through 12th grade: Fall 1979 and 2005

10 Curriculum No national curriculum or goals –– curriculum determined locally Many different curricula; teacher discretion Influence of Texas and California NSF-funded curriculum materials (less than 20% of the market)

11 Assessment Many different tests Districts choose tests and frequency of administration Most states have assessments; increasing number of states require test for high school graduation NCLB (2001): States to choose assessment to which schools will be accountable

12 Teaching Lack information about practice, but most indicators suggest “business as usual” Mathematics teaching shaped by text, teacher, policy context

13 Teachers: Recruitment, professional education and retention Over 1300 institutions prepare teachers Teacher certification requirements vary by state, and by level Some teacher certification undergraduate; some master’s level Many unqualified or uncertified teachers in urban districts Mathematics preparation unaligned with professional demands Retention problems due to poor working conditions, lack of professional education, salary competition from other sectors

14 Teaching is the largest single occupation in the U.S.

15 Disparities in teacher qualifications for different groups of students Source: Condition of Education (2003)

16 Qualified teachers: Middle school Source: Condition of Education (2003)

17 Research Low funding for basic research and design research Much more funding for intervention with modest or no evaluation Education research criticized for fragmentation, lack of cumulative knowledge, weak connection to practice Recent efforts to improve research: criteria for scientific research, infrastructure for improving research community, panels to set research priorities

18 “Reform” “New math” (1960s) –– new curriculum materials; changed college track of high school mathematics Standards movement (beginning with NCTM in 1989): more complex goals, all students New curriculum materials, new work on assessment Under-investment in teacher development (lessons from “new math” era) Growing attention to teacher knowledge problems Challenges of implementation

19 Cooperation among stakeholders Problems of mathematics education are multi- disciplinary and require multiple forms of expertise Recent reports: Glenn Commission, Adding It Up, RAND Math Panel, National Math Advisory Panel (2008) “Math wars” Mathematicians taking renewed interest in mathematics education: Constructive engagement and need for more access and opportunity to develop and provide useful resources

20 What is the Mathematics in Society Initiative of MSRI and why are we doing it?

21 Enhancing and specifying our involvement in education Articulating education more explicitly as an aspect of the Institute’s agenda Adding a member to the Board of Trustees (2002) Creating an Education subcommittee Developing an Education Advisory Committee New activities

22 Current Education Activities Math circles for kids and teachers Math Olympiad Resources on the web Education working conferences (funded by the National Science Foundation, Noyce Foundation, Bechtel, Texas Instruments, Center for Proficiency in Teaching Mathematics at the University of Michigan)

23 Conference Series: Critical Issues in Mathematics Education Topics: 1.Assessing students’ learning (March 2004) 2.Mathematical knowledge for teaching (May 2005) 3.Raising the floor: Progress and setbacks in the struggle for quality mathematics education for all (May 2006) 4.Teaching Teachers Mathematics (May 2007) 5.Teaching and Learning Algebra (May 2008) Possible future topics: 1.Professional development & teacher education 2.Instructional uses of technology 3.International studies of mathematics education

24 Goals of MSRI’s Education Workshops Bring together people from different disciplines and from practice to investigate and work on fundamental problems of education Engage mathematicians productively in problems of education Build resources for tackling challenging problems in mathematics education Shape a research and development agenda