Mathematics Teacher Education
“Mathematics teacher education is a complex, interdisciplinary enterprise requiring knowledge of teaching and learning as well as knowledge of mathematics.”
As I presented a visual model of a computation as an illustration of the new 2011 frameworks, there sat Erica. "This does not make sense to me. Why are we using this model?" And in another district, from Tom, "What is the basis for this solution strategy? Why are we changing mathematics now?" I acknowledge such questions and answer with a question of my own, "Good questions. Just because the standard says to use a particular visual model, why is this better for students? And, how will you know it is better?" and thus our journey begins.
As I travel throughout Massachusetts to help teachers to better understand the new standards, the conversations are much the same. What is highlighted for me in comments such as those from Erica and Tom, is the genuine concern from teachers that they understand the shifts that are taking place. There is a strong desire from teachers to do what is best and right by students, and yet, they are not easily convinced. Educators have been battered around with swinging pendulums through the years, and we are fearful of yet another educational fad that may not in the best interest of their students.
The message I have consistently delivered is that the concepts and ideas in the new frameworks are based on the best mathematical thinking in the United States and beyond. This is not new research, and is not a passing fad. The new standards are designed to be long lasting. The Common Core for State Standards represents a vision of the most important mathematics that teachers should know and will be expected to teach.
Still, it takes more than such statements to convince teachers. We need to listen. We need to give teachers time without pressure- time to wrestle with the content of the mathematics they teach; time to try on new instructional strategies that aim for depth of instruction over breadth; and time to see success. All of this must come with support, patience, and collegiality.
"Teachers must have time, opportunity, and a nurturing environment that encourages them to make sense of problems and persevere in solving them. They should experience the enjoyment and satisfaction of working hard at solving a problem so that they realize this sort of intellectual work can be satisfying and so that they don't seek to shield their students from the struggles of learning mathematics. Teachers should have time and opportunity to reason abstractly and quantitatively, to construct viable arguments, to listen carefully to other people's reasoning, and to discuss and critique it." - MET II
Within days of the workshop on visual models, I visit Erica's classroom. I find her students explaining their calculations using the visual model we had explored in our professional development workshop. The depth of understanding that her students conveyed was evident, and I grinned from ear to ear. Student success speaks volumes more than anything I could every think to say. And from Tom, he proudly reports, "This experience has dramatically changed my math practice. I feel like I finally have a strong foundation of knowledge in math."
When supported professional development is provided, teachers rise to the challenge.
This, I am privileged to witness regularly, and I am inspired.
Kindly,
Susan Looney, Ed.D.
President - LMC
Support Resources:
The Mathematical Education of Teachers II (MET II) from the Conference Board of the Mathematical Sciences Report