Supporting Teachers Using an Integrated High School Mathematics Curriculum in Urban Schools, Courses One, Two, and Three


Goal:
This project aims to bring new perspective, mathematical content, and instructional skills to the teaching of mathematics at the high school level. It is designed as a one-year professional development program in mathematics for high school teachers starting the use of course one or continuing use from course one to course two or course two to course three of an integrated mathematics curriculum with student-centered instruction.

Description:
In this project, the teachers participate as members of school-based teams. Each team is comprised of two or more teachers from a Milwaukee Public School high school or a southeastern Wisconsin high school where the use of integrated mathematics curricula is underway or in the planning stages.

Through this project, participants will:

  • Study mathematics content not traditionally studied in the early years of high school mathematics, with attention on data analysis, statistics, and discrete mathematics and their connections.
  • View the topics of algebra and number in new and different ways, stressing mathematical modeling and explicit connections to applications and mathematics content which connects to algebraic representation.
  • Learn and practice new instructional strategies and activities which will be brought into their own classroom.
  • Learn competencies with graphing calculator and computer technology and its appropriate uses in learning and teaching.
  • Develop skills and materials in assessing student learning consistent with the Wisconsin Model Academic Standards and the Wisconsin High School Graduation Test, and other standardized tests.
Additionally, participants will form a learning community around an integrated mathematics perspective and its applications in supporting student learning in urban schools. The project instructional team will work with the participants during an intense eight-day summer institute for first-time course one users and a five-day institute for continuing teachers preparing to teach course two, through ongoing communications electronically, and in monthly sessions during the 2002-2003 school year.

The telecommunications component, ongoing throughout the summer, school year, and beyond, will ensure and support the sustained involvement of all participants and staff as they dialogue frequently on the infusion of an integrated mathematics curriculum and facilitate the sharing of instructional strategies. A major component of the program will be teacher preparation and ongoing practice scoring MPS Learning Proficiencies assessments for their own students and implementing intervention strategies.

Funding:
Wisconsin Eisenhower Professional Development Program

Director:
Henry Kepner

Project Period:May 2003 - June 2004
 
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