1. Solving For x : What’s Missing in the Math Teacher Collaboration Equation? Rebecca Oxley @LibrariansFTW Mega Subramaniam @mmsubram Ann Edwards Minjung Ryu Image Credit: “Studying…” by shonk via Flickr http://bit.ly/ORyH90

2. Who’s With Us? Who’s done Cooperation or Coordination with Math Teachers? How about Collaboration? Who would like to make Collaboration happen with Math Teachers? Family people silhouettes by Scorpio via Vecteezy

3. Barriers to Tech Integration in Math Access PD Needed Curriculum & Pedagogy Relevant to Math? School Librarians: Key Change Agents Tech Leaders Teacher of multiple literacies Open to Collaboration Collaboration? What Adds Up?Looking for x :

4. SCHOOL A School Librarian: 6 years in the school Education: BS in Education, MLS in Library Science, some doctoral work Principal: 4 years in the school Knowledge of what LMS does: Yes! Knowledge of what math team does: Yes! What’s Happening: LMS is a bridge between subjects, managing web site content, develop projects that utilize math knowledge, works with Math RT Cooperation & Coordination

5. SCHOOL B School Librarian: 2 years in the school Education: Elementary & Secondary Education degree, Masters in Education Technology Principal: 1 year in the school Knowledge of what LMS does: Kind of.. Knowledge of what math team does: Kind of.. What’s Happening: LMS provides PD on the use of online resources, is a tech guru Cooperation

6. SCHOOL C School Librarian: 1 year in the school Education: Early Childhood and Elementary degree, Masters in School Library Media Principal: 6 years in the school Knowledge of what LMS does: None! Knowledge of what math team does: None! What’s Happening: Search for online resources Cooperation

7. SCHOOL D School Librarian: 6 years in the school Education: Engineering degree, Masters in School Library Media Principal: 1 year in the school Knowledge of what LMS does: Yes! Knowledge of what math team does: Kind of.. What’s Happening: LMS finds ways to apply math knowledge in other content areas, participates in math tutoring in the library Cooperation & Coordination

8. So what does this mean? Image Source: iStock

9. Collaboration Obstacles “I don’t know math well” “I’m not able to make tech purchasing decisions” “The math teachers are too busy to co-plan” “Math teachers have their own tech” “We don’t really have math books” X = Perspectives and Communication “Math teachers are under a lot of pressure and don’t have room in the curriculum” “I don’t know how to help”

10. Collaboration Obstacles “We’ve never tried that” “I already get the PD I need” “I find my own resources” “The librarian is so busy” “Tech gets in the way” “I don’t think the librarian really knows math” X = Perspectives and Communication “There’s no way I can fit anything else into my curriculum” “I don’t need help in my class”

11. X = Finding Fertile Ground Cooperation Getting into Common Core Hand-picking digital resources & media Coordination Authentic math learning through tech Embedding math into other content areas Collaboration Picking out PD Co-planning the perfect “fit”

12. X = Finding Fertile Ground Curriculum Approaches Seeing broadly – getting beyond drills and skills Authentic Learning - focusing on inquiry and finding math in everyday life Support, Support, Support Empowering the LMS – confidence is key Bridging the gap – school and district leaders as connecting agents

13. Image Source: http://bit.ly/OmrUmg

14. Mega Subramaniam – Associate Director & Assistant Professor, Information Policy & Access Center, College of Information Studies, University of Maryland mmsubram@umd.edu @mmsubram Ann Edwards – Assistant Professor, Department of Teaching and Learning, Policy and Leadership, Center for Mathematics Education, College of Education, University of Maryland aedwards@umd.edu @ajedwards Rebecca Oxley – Graduate Research Associate, Information Policy & Access Center, College of Information Studies, University of Maryland roxley47@umd.edu @LibrariansFTW Minjung Ryu – Doctoral Candidate, Center for Mathematics Education, College of Education, University of Maryland mryu@umd.edu Any Questions? This research was funder by a generous grant from: CENTER for MATHEMATICS EDUCATION