Initial Publication Date: January 2, 2019
Mathematics in STEM Working Group
Vision Statement
In order to create a thriving, sustainable, equitable society, graduates of Washington's Teacher Preparation (TP) Programs create meaningful mathematical experiences so that all of their students learn mathematics concepts and skills needed to make sense of the world, and make connections between mathematics and other disciplines.
Resources Developed By Working Group
(Acrobat (PDF) 155kB Mar1 19) Landscape Analysis M in STEM (Acrobat (PDF) 155kB Mar1 19) Landscape Analysis Rubric that teacher preparation programs could use for self-assessment.
An 11 minute video outlining the NextGen Mathematics in STEM working group.
Key Goals and Objectives
Use the following links to explore more about this working groups goals and their steps to achieve them.
Goal 1: CCSSM Alignment
Graduates of TP programs have a deep understanding of mathematics content and practice standards as outlined in Common Core State Standards for Mathematics (CCSS-M).
- Begin with our core group of mathematics educators to ensure we have a common understanding of CCSSM and how those standards should be reflected in our TP courses.
- Assess the extent to which TP programs reflect CCSSM.
- Create professional development workshops for mathematics teacher educators around aligning with CCSSM.
- TP programs will show clear alignment with CCSSM.
- TP program graduates will demonstrate deep understanding of CCSSM.
Goal 2: Math in STEM
Graduates of TP programs will experience mathematics as fundamental to learning and teaching other S-T-E fields. Future math teachers will have a scholarly curiosity for fields other than math, a deep understanding of how Math connects to S-T-E disciplines and an appreciation for and ability to encourage the diverse ways students are motivated to learn math.
- Work in our group to determine connections between the CCSSM and the NGSS.
- Work in our group to identify or create activities for TP students which connect math and S-T-E disciplines.
- Create and facilitate professional development workshops for mathematics teacher educators focused on connections between CCSSM and NGSS.
- TP programs will include opportunities for TP students to consider connections between CCSSM and NGSS.
- TP programs will engage students in activities that connect math and S-T-E disciplines.
- TP graduates will use activities with their own students that connect math and S-T-E.
Goal 3: Effective Pedagogies
Graduates of TP programs use and continue to develop pedagogies that support effective mathematics learning and integrative STEM learning (e.g. to present problems before procedures) for all students.
- Establish characteristics and features of effective pedagogies for teaching mathematics.
- Design and implement professional development for mathematics teacher educators around effective pedagogies for teaching mathematics.
- TP programs will employ effective pedagogies for teaching mathematics.
- Graduates of TP programs will employ effective pedagogies for teaching mathematics.
Goal 4: Diverse Mathematics Teachers
TP programs recruit and retain students who are more representative of Washington's population to become mathematics teachers. TP programs prepare all teachers to effectively meet the needs of diverse students through equitable pedagogies in mathematics, recognizing that diversity and students' funds of knowledge can be leveraged in teaching mathematics.
- Work as a group to create innovative recruitment and retention strategies.
- Seek funding opportunities to support diverse teacher candidates.
- Create and disseminate recommendations for how to use diverse students' funds of knowledge to more effectively teach mathematics.
- TP programs will enroll and graduate students who are more representative of Washington's population.
Working Group Members and Affiliations
Working Group Members
- Kristin Lesseig; Washington State University, Vancouver
- Jessica Cohen, Western Washington University
- Amy Roth McDuffie; Washington State University, Tricities
- Dave Slavit; Washington State University, Vancouver
- Jackie Coomes; Eastern Washington University
- Roxane Ronca, Western Washington University
- Mark Oursland, Central Washington University
Working Group Contributors
- Anne Gallagher; OSPI
- Carlos Castillo-Garsow; Eastern Washington University
- Heidi Rhodes; Washington State University, Vancouver
- Mark Roddy; Seattle University
- Kristen Maxwell, Heritage University
Process, Methodology, and Decision Making
Our initial process required our working group to deeply consider and come to consensus on the role of mathematics in STEM, particularly our conviction that, while mathematics may have opportunities to serve the sciences, it is also a worthy subject in its own right, with unique pedagogies and challenges. After arriving at common ground, we chose to determine the state of mathematics education across the state through a landscape analysis. Based on these data, we will be working together to develop and implement professional development workshops to address the needs of the TP programs across the state as they relate to preparation of mathematics teachers and our working group goals.
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