MTRS SESSIONS 5A-F (Saturday, 8:45am-10:15am)

SESSION 5A (Featured Session, Mathematics Content and Pedagogy)“The Dichotomy in Mathematics Education Today: Content and Best Practices”

– Miriam Leiva, Cone Distinguished Professor of Mathematics Emerita, University of North Carolina, Charlotte

This presentation addresses the dichotomy of mathematics teacher pre-service and on-going education: 1. Is the mathematics content sufficient for the level of certification and as the foundation to further study? Is it appropriate for what teachers need to teach their students? 2. Are the expected pedagogical practices modeled for teachers in the mathematics and mathematics education classrooms? How can we forge the link between the two and make them ONE. We will address content and best practices as they relate to Common Core Standards in today’s diverse world, as well as models of successful teacher networks and empowerment, collaboratives, and projects that engage, inform, connect and support teachers, mathematics educators and mathematicians.


SESSION 5B (Models of Support): e-Mentoring for Beginning Math Teachers” 

– Alyson Mike, Online Professional Development Director, The New Teacher Center


eMSS is an innovative national online mentoring program focused on supporting new math teachers who are matched with a content focused mentor. The goal of the eMSS program is to ensure all beginning math teachers have the resources and veteran advice to provide quality instruction to their students. Mentor and mentees work in collaboration with others on selected content and pedagogy and interact with university mathematicians. In this session participants will have the opportunity to tour the eMSS site and l earn the benefits of a content focused mentoring program. Research on effectiveness and retention will be shared with participants.

SESSION 5C (Teacher Leadership): “Classroom Teacher/Leadership: The Double-Edged Sword of Teacher Retention” 

– Peg Cagle, Einstein Fellow, Office of Senator Kirsten Gillibrand


Developing leadership capacity within classroom STEM teachers can professionalize the job of teaching, though at the same time, often leads those same teachers to step out of the classroom to take on other roles. Come and explore ways to provide greater opportunities for more teachers to engage in meaningful leadership roles both at their school and well beyond their district. And examine the impact, both positive and negative, of experienced teacher/leaders moving out of the classroom.


SESSION 5D (Communities of Practice): Interviews with Professional Development Directors 

– Panel Moderator: Harris Shultz, Professor Emeritus of Mathematics, California State University, Fullerton


Panelists: Alvin Mendle, Lecturer/Supervisor of Teacher Education, University of California, Davis
Edna Murphy, CMP STIR Leadership Team
Imre Tuba, Mathematics Professor, San Diego State University Imperial Valley Campus

The Leadership Team of the California Mathematics Project Supporting Teachers to Increase Retention visited the ten sites in the fourth year of the project to interview project directors. This panel discussion will focus on key themes based upon the questions asked of directors. These include importance of deep content, role of networking, pink slips, becoming leaders, and the importance of coaching. These interviews and this panel discussion can strengthen the knowledge base regarding the improvement of teacher retention efforts as well as initiatives to support new teachers.


SESSION 5E (Models of Support): “Supporting Teachers in the Classroom Through Math Content and Pedagogy and Models of Support”

– Debra Stetson, Director, CSU Sacramento Mathematics Project


Co-Speaker: Susan Haren, Teacher, Sam Brennan Middle School/Research Associate, CSU Sacramento Mathematics Project STIR

New and experienced teachers need on-going support inside and outside of the classroom. CSU Sacramento MP Project Director, Debra Stetson, will discuss the variety of forms of support provided to the site’s participating teachers. These forms of support include: professional development to increase teacher conceptual understanding and ability to reason mathematically and to support instructional strategies inviting participation from all learners while managing student discourse, classroom observations and coaching, collaborative lesson design and lesson study. These forms of support not only built a professional network of support among the teachers, but also facilitated professional growth and confidence in them.


SESSION 5F (Research): Research Findings of a Lesson Study Professional Development Model Focused on Increasing Teachers’ Mathematics Content Knowledge and use of Alternative Pedagogical Strategies

– Naomi Kent, Research Associate, San Joaquin Valley Mathematics Project STIR


Co-Speaker: Karen Arth, Director, San Joaquin Valley Mathematics Project

A longitudinal study of middle and high school mathematics teachers revealed a positive impact on teacher retention as a result of participating in long-term professional development activities focused on instructional change and enhancing the role of teachers as leaders. Professional development activities were put in place for a three-year period to engage teachers in alternative forms of instruction and pedagogy while participating in the Lesson Study process. Results of this effort include analyses of changes in teachers’ beliefs about mathematics instruction, how they viewed themselves as mathematics educators and student achievement data as a function of program participation.