Recruiting & Preparing More (and
More Diverse) Middle School Math
Teachers
CMC-S Conference, November 2009
Mark Ellis, Associate Professor and Chair, Secondary
Education
FLM Credential Program
• Stand-alone program
• Focused on middle school math teaching
• Recruit from undergraduates and mid-career
changers
• Web-based information
(http://faculty.fullerton.edu/mellis)
• Master of Science in Education, Emphasis in
Teaching Foundational Mathematics
What’s New with FLM at CSUF?
• Pathways to earn math minor to prepare for FLM
– Child Adolescent Studies
• http://www.fullerton.edu/cct/Single_Subj/Single_Subj_Acad_P
lans/chadflm_mathminor.pdf
– Liberal Studies
• http://www.fullerton.edu/cct/Single_Subj/Single_Subj_Acad_P
lans/lbstflm_mathminor.pdf
Got Math Brochure
Methods Preparation
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Historical-Cultural strand
Content strand
Pedagogy strand
Key assignments
– School Profile
– Intervention with student
– Visual Representation lesson (collaborative)
– Mini-Lesson
– Unit Plan (collaborative)
Video Case A – Content & Pedagogy
•
Watch the videos for items 1-4 (Introduction through
Assessment) at the website below. Note that each item
may have multiple videos – be sure to scroll down!
http://edcommunity.apple.com/ali/story.php?itemID=482
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Think about the teacher’s actions and how these did or did
not support students’ involvement and mathematical
reasoning.
Work out the mathematical comparison of the volumes of the
two cylinders shown in the lesson (bring to class).
In class we then had a discussion of the video through
the lens of the teaching model described by Shimizu, in
“Aspects of Mathematics Teacher Education in Japan.”
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Using ideas from the Shimizu article—specifically the ideas of
hatsumon, kikan-shido, neriage, and matome—describe Ms.
Martin’s approach to the lesson and list specific
actions/evidence to support your claims.
Video Case B - Pedagogy
• In this thread, discuss the Square Numbers lesson
(http://www.mmmproject.org/ls/mainframe.htm).
• The questions below may stimulate ideas but you are
encouraged to comment on anything that caught
your attention.
1. How did the teacher support students' engagement?
2. How did the lesson support students' making sense of
square numbers?
3. How did the teacher show students that she valued their
ideas?
Discussion Board Comments
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One thing that caught my eye is that as the students were getting into groups, the teacher
tells them specifically what she is listening for in their conversations. A lot of times as
teachers we just say, "Here's the problem. Go to it." Ms. Brown gave them direction.
I really liked that each group had projector sheets to show their work. The groups knew they
would be accountable for their findings and would have to show them to the rest of the
class. When the area of a square was not evident to the class, Ms. Brown only stepped in to
ask the group to explain their method. She encouraged the students to direct questions and
answers to each other...sparking a discussion. She took the position of facilitator.
As the students made the connections between area and side length to a square and its
square root, Ms. Brown asked about a square with the area of 5. She asked the students to
support their answers. I like that she encouraged them to conduct what I call a "math
experiment".
I was kind of amazed by the pair who discovered the 1.5 x 1.5 – at first, I assumed they just
estimated, but they actually had a legitimate (and really simple) back-up! I love being blown
away by the logic and thought processes that students have to offer. But, also as you shared,
it was wonderful that she really made an effort to challenge her students to have high
expectations for each other and most importantly, themselves!