1. 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

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

3. Building and Delivering a Coherent Program

4. 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?

5. 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.

6. 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

7. 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

8. 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

9. 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.

10. 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