ALM15/July2008/Schmitt1 Initial Findings from Research on the TIAN Project A New Professional Learning Model for Adult Education Math Teachers Mary Jane SchmittTERC, Cambridge, MA Beth Bingman & Center for Literacy Studies, Donna CurryUniversity of Tennessee contact :

ALM15/July2008/Schmitt2 Project overview The PD component The research component methodology early findings Discussion

ALM15/July2008/Schmitt3 Project Overview 4-year collaboration ( ) – Center for Literacy Studies, University of Tennessee – TERC, Cambridge, MA Funded by the National Science Foundation (NSF) under the Teacher Professional Continuum initiative Final Product: A sustainable staff development model for adult math and numeracy teachers, available nationally

ALM15/July2008/Schmitt4 Assumptions Math is more than procedures Quality PD has some essential features

ALM15/July2008/Schmitt5 Math is more than procedures Conceptual Understanding Adaptive Reasoning Strategic Competence Procedural Fluency Productive Disposition Source: “Adding It Up: Helping Children Learn Mathematics”,

ALM15/July2008/Schmitt6 Quality PD has some essential features occurs over time helps instructors advance their own conceptual understanding of mathematics and the way adults learn helps instructors connect content and materials to authentic, real-world numeracy/mathematics situation Source: “An Environmental Scan Of Adult Numeracy Professional Development Initiatives And Practices,” American Institutes For Research ®

ALM15/July2008/Schmitt7 Quality PD has some essential features reflects the research on how adults learn reflects national (e.g., NCTM, AMATYC, EFF) or state standards accommodates dissimilar mathematical backgrounds of participants Source: “An Environmental Scan Of Adult Numeracy Professional Development Initiatives And Practices,” American Institutes For Research ®

ALM15/July2008/Schmitt8 Our Overarching Question What does it take to help the adult education workforce move closer in belief and practice to mathematics instruction that addresses fluency with procedures, conceptual understanding, strategic competence, adaptive reasoning, and a productive disposition?

ALM15/July2008/Schmitt9 Project goals focused on impact regarding Teachers’ content knowledge Teachers’ classroom practice Teachers’ connection with state standards State’s capacity to support high quality mathematics instruction (leadership development)

ALM15/July2008/Schmitt10 Effective Processes for Teacher Change Teachers do mathematics themselves, with an emphasis on learning with understanding Close examination and discussion of student work

ALM15/July2008/Schmitt11 The PD model

ALM15/July2008/Schmitt12 TIAN Pilot to Final

ALM15/July2008/Schmitt13 Six teacher cohorts Pilot (2005 >) MA & OH n = 40 Field Test (2006 >) AZ, KS, LA & RI n = 80

ALM15/July2008/Schmitt14 Pilot cohort 3/4 teach in open-entry, open exit programs work for school districts,city, community college, community based organizations Their students spend 3.6 hrs/week on average “doing math” 90% teach other subjects as well small math class size (4-18, mean = 9)

ALM15/July2008/Schmitt15 The First Intensive Year’s Objectives Increase your own understanding of data and algebra-related math content Experience, reflect upon, and plan lessons for your students (Using EMPower materials) Read and critically respond to relevant mathematics research Connect assessment and instruction with state frameworks

ALM15/July2008/Schmitt16 Pedagogical Objectives Work collaboratively on open-ended investigations Share strategies and understandings orally and in writing Justify answers in multiple ways Use meaningful contexts as entry points

ALM15/July2008/Schmitt17 TIAN Intensive Year Timeline pre TIAN classroom observations Fall Institute 1 (2 days) November - FebruaryClassroom tryout of EMPower Data and Graphs lessons Two regional (within state) meetings Work Sample 1 WinterInstitute 2 (2 days) February - MayClassroom tryout of EMPower Algebraic Thinking lessons Two regional (within state) meetings Work sample 2 SpringInstitute 3 (2 days) Post-TIAN classroom observations

ALM15/July2008/Schmitt18 Institute 1 Goals for You and Your Students Collect, organize, and represent data. Make accurate statements about data using percents and fractions. Create and interpret frequency graphs, bar graphs, circle graphs, and line graphs. Use scale to change the story a graph tells. Interpret graphs with different scales. Use mean and median to describe a data set. Teacher Knowledge Goals Include: Compare two or more data sets. Use and interpret scatter plots.

ALM15/July2008/Schmitt19 Institute 2 Goals for Your and Your Students Identify patterns and predict outcomes of a variety of situations. Describe patterns and relationships using diagrams, words, tables, graphs, and/or equations. Understand how different representations are related. Recognize the characteristics of linear patterns. Use basic algebraic notation. Two Teacher Knowledge Goals Include: Determine the line of best fit for scatter plots. Develop mathematical models from situations.

ALM15/July2008/Schmitt20 A Modeling Approach to Algebra Keeps the Situation Central

ALM15/July2008/Schmitt21 The research (early indications)

ALM15/July2008/Schmitt22 Data collection instruments Pre-Post Questionnaires Pre-Post Classroom Observations Pre-Post Content Assessments Open-ended writing prompts Work samples (2) Meeting notes, reflections Interviews (one and two years later)

ALM15/July2008/Schmitt23 TIAN Project Goal 2 Enhanced teacher knowledge of research-based adult education mathematics standards Data sources: Pre/post assessment Phone interviews (one year later) (questionnaires,work samples, observations, interviews)

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ALM15/July2008/Schmitt25 Use of standards Pre-assessment –50% of the field test teachers said they did not use the standards –16% described using the standards to plan and assess instruction. Post-assessment –11% said they did not use the standards –62% reported using them to frame instruction.

ALM15/July2008/Schmitt26 One Year Later… Only two of the 20 interviewees who were still teaching adults reported that they rarely or never used their state mathematics standards; all the others reported using the math standards to varying degrees.

ALM15/July2008/Schmitt27 TIAN Project Goal 3 Increased and deepened mathematics content knowledge of teacher participants in the areas of data analysis and algebraic reasoning Data sources: Pre/post content assessment (questionnaires, work samples, interviews)

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ALM15/July2008/Schmitt29 While almost all teachers (95% pre, 100% post) could calculate the mean by finding the sum of the numbers, then dividing by 5, a greater proportion could show at least one other strategy in the post test (85% post vs 61% pre), and more could use a third strategy (33% post vs 20% pre). This ability to determine the mean through a visual approach, or by an alternative arithmetic strategy was evidence of a deeper understanding of the concept of average.

ALM15/July2008/Schmitt30 One Year Later… 75% of the twenty teachers interviewed reported some positive change in their understanding of mathematics. Changes in math understanding named: Deepened, improved 6 Specific math knowledge 3 Confidence 3 New ways of thinking 2 Multiple approaches to solving problems 3 No change 5

ALM15/July2008/Schmitt31 TIAN Project Goal 4 Increased repertoire of instructional strategies of teachers who work with adults in pre-GED (levels 3 and 4 of six levels) classes. Data sources: Pre/post questionnaire (classroom observations, work samples, interviews)

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ALM15/July2008/Schmitt34 One Year Later… Most (17/20) reported using at least one instructional approach presented and modeled by TIAN including: –Using activities and materials from TIAN –Using hands-on materials –Using real-life contexts for math instruction –Small group work –Increased focus on concepts and problem solving –More examination of students’ thinking –Using and accepting multiple approaches to solving problems

ALM15/July2008/Schmitt35 Discussion What other questions could we have asked in the questionnaire? How could we get at teacher content knowledge (without a test)? If we need to streamline, how do we decide which elements of the TIAN pd model are most essential? Or, what should we add to the model?