April Strom, Ph.D. Scottsdale Community College This work was supported in part by MSP grant # through the National Science Foundation. Opinions expressed are those of the authors and not necessarily those of the NSF. AMPing Up the Teaching of Mathematics for College and Career Readiness

 Targeted MSP  5-year, $9M  $300K for community college PD  Core Partners  3 community colleges ▪ Math Ed Faculty/Researchers ▪ Mathematicians ▪ Doctoral Students ▪ Undergrad Researchers ▪ Pre-service Teachers  7 school districts ▪ 300 middle school teachers (expanded to 5 th -9 th grade(  RMC Research  Arizona State Univ

CC Faculty Principals Math Specialists Superintendents Parents Students PI/PD Teachers School Boards Evaluator NSF Researchers

1. Partnership-driven 2. Teacher Quality, Quantity, & Diversity 3. Challenging Courses & Curricula 4. Evidence-based Outcomes 5. Institutional Change & Sustainability

 338 teachers have participated or are currently participating  19 teachers in Leadership Academy  50 schools involved  93 site-based CCOLs  CCOL = Collaborative Community of Learners

 67 CC faculty, staff, students, and consultants  1 Scottsdale USD “teacher-on-assignment”  4 doctoral students  14 undergrad CC students

Number/Operations Geometry Problem Solving Year 1 Prob/Stats Functions Lesson Design/Assessment Year 2 Leadership Year 3 Institutes/Workshops In Years 1 & 2… Summer Institute I & II (1 week each) Saturday Workshops (4 each year) Collaborative Communities of Learners (CCOLs) In Year 3… Leadership Institute (1 week) Facilitate CCOLs

Source: Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59 (5),

Which tree, A or B, grew more? Explain your reasoning. Lamon, S. J. (2005). Teaching fractions and ratios for understanding. New York: Routledge

Source: Principles to Action: Ensuring Mathematical Success for All (2014), National Council of Teachers of Mathematics

Math Ed Research Influence Thompson, Carlson, Lamon, Ball, & others Workshop/CCOL Trajectory Numbers/Operations, Geometry/Measurement, Patterns/Functions, Stats/Probability Teachers as students Rethinking the math! Increase understanding of MK & MKT Through active workshops Meaningful changes in teaching practices The holy grail!

 All project activities are designed to….  Improve teachers’ (in-service and pre-service) mathematical content knowledge and mathematical knowledge for teaching

*Statistically significant increase at p <.05 The data support the hypothesis that teachers demonstrated a statistically significant increase from pretest to posttest.

*Statistically significant increase at p <.05 The data support the hypothesis that teachers demonstrated a statistically significant increase from pretest to posttest.

*Statistically significant increase at p <.05 The data support the hypothesis that teachers demonstrated a statistically significant increase from pretest to posttest.

*Statistically significant increase at p <.05 The data support the hypothesis that teachers demonstrated a statistically significant increase from pretest to posttest.

 Evaluation  Student Outcomes  Teacher Workforce Outcomes  Higher Education Outcomes  Dissemination  Research  Individual Teacher Outcomes  Teacher Workforce Outcomes  Student Outcomes  Higher Education Outcomes

AMP Faculty Working in Schools Math Education Research CC Teaching Made Public Preservice Course Content/Pedagogy

 Beyond changing the structure from 15 week traditional semester courses to 5 week modules, this redesign aims to:  Increase students thinking and reasoning about mathematics  Traditional algorithms emerge from experience and repeated reasoning  Emphasis on equal balance of conceptual understanding, skills, and applications

This work was supported in part by MSP grant # through the National Science Foundation. Opinions expressed are those of the authors and not necessarily those of the NSF. April Strom, Ph.D. Scottsdale Community College