General Information

Program Philosophy

The main objective of the UCLA Math Content Program for Teachers (MCPT) is to help participants develop a broad understanding of K-12 school mathematical content from an advanced perspective. Participants study content in number sense, measurement and geometry, algebra and functions, and probability, statistics, data analysis, which are the main mathematical strands comprising the California Mathematics Content Standards. Another objective of the UCLA program is to develop effective math pedagogies, which are woven throughout each course. The pedagogical issues include delivery of math content to English learners, effective teaching strategies for students with special learning needs, appropriate use of technology, effective use of standards-based instructional materials, and the role of formative and summative assessments. A variety of effective teaching methods are modeled throughout each course.

• The principal focus of the lessons is the mathematical content, which is used as a vehicle for treating pedagogy and other issues.
• Courses are based on mathematical activities that have been carefully and strategically selected for the importance of the mathematical ideas being advanced.
• Instructors model activities, and then make explicit, effective strategies for English learners and, more genearlly, for acquisition of academic language by all students.
• Instrucotrs model activities, and then make explicit, effective strategies to support the academic growth of students with special learning needs.
• Emphasis is placed on problem solving, multiple solution strategies, and communicating solutions in multiple ways (the "fourfold way".)
• Lesson units are closely keyed to the California Mathematics Content Standards.
• Student work, videos of students solving problems and copies of student solutions, are incorporated into the courses.

Participants may take individual courses, or complete one of three comprehensive MCPT programs:

• Supplementary Authorization Program: In August 2004, an MCPT eight-course core program was approved by the California Commission on Teacher Credentialing (CCTC) as the first comprehensive Supplementary Authorization Program for teaching mathematics through grade 9 in California (32 quarter units).
• Subject Matter Authorization Program: In 2007, CCTC reviewed and approved an MCPT twelve-course program considered “coursework equivalent to a major for the teaching of middle school mathematics.” This meets the requirements for a Subject Matter Authorization (48 quarter units), and is NCLB-compliant.
• CSET Content Courses: In July 2010, MCPT launched four new courses that focus on the content assessed in the California Subject Examinations for Teachers (CSET) subtests 1 and 2. Passing of these two subtests fulfills the content proficiency requirements for a Foundational Mathematics Credential in California.

Program Development

The courses that make up the UCLA Math Content Program for Teachers (MCPT) have been developed and are continuously being improved with input from mathematics educators, professional mathematicians, professional development experts, and teachers in the field. Curriculum development begins with discussions about important mathematical ideas teachers should know, what activities might effectively support understanding of these ideas, and how these ideas are connected to classroom practice. To guide the selection of content, careful attention is given to state and national documents documents including: the Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (2006) and the Standards of Program Quality and Effectiveness for Programs of Supplementary Authorization in Mathematics (2003) and nationally-sponsored documents and reports such as the Mathematics Common Core Standards Initiative (2010) and the Mathematical Education of Teachers (2002). Once content is established, courses go through an extensive process of writing, editing, field-testing, and review. Currently, four new courses focusing on the content of CSET I and CSET II are in development, and MCPT earned a California Mathematics and Science Partnership grant in 2010 to develop three of its most popular courses to publishable standards.

Program Supervision

MCPT is housed in the Philip C. Curtis Jr. Center for Mathematiacs and Teaching, which is a mathematics education group within the UCLA Department of Mathematics. Supervision of the program takes place on three levels. First, the faculty advisor and executive director of the Curtis Center monitor activities closely, and collaborate with the MCPT director to develop programs and ensure quality. At a second supervisory level, the department's Committee on Teacher Preparation monitors the sucess of MCPT and makes recommendations when appropriate. Finally, the Departmental Undergraduate Studies Committe, which is headed by the Mathematics Department Undergraduate Vice-Chair, maintains general oversight over all departmental courses and programs for undergraduates, and is responsible for courses that are offered for credit through UCLA Extension.

The MCPT Team

The UCLA Math Content Program for Teachers combines the expertise of professionals within the K-12 community with a small administrative staff to provide courses for teachers. Helen Chan (Director of Programs) began as an MCPT writer and instructor in 2001 and has been director since July 2010. Helen earned both her BA in mathematics and her M. Ed at UCLA. Lucy Madatovian (Program Coordinator) joined the team in March 2010 and is an undergraduate student in the UCLA Department of Mathematics preparing to become an secondary mathematics educator. Curtis Center Executive Director, Heather Calahan, assists with programmatic and administrative details. Professor Bruce Rothschild serves as faculty advisor.

MCPT draws expertise from the mathematics community for all aspects of its work. Retired MCPT Director, Shelley Kriegler (1999-2010), continues to serve as an advisor to the program. Mathematicians Ted Gamelin (UCLA professor emeritis) and Madeleine Jetter (CSUSB assistant mathematics professor) review programs for content accuracy.

Instructors in the UCLA Math Content Programs for Teachers have Bachelors degrees in mathematics and Masters degrees in education-related fields. They are respected classroom teachers who have experience working with adult learners in a professional environment. They have been teacher-leaders in the California Mathematics Project or other professional organizations. Instructors provide input to curriculum and participate regularly at instructor training sessions designed to support their own professional growth as they examine and discuss content they will be expected to teach.

Research related to MCPT is coordinated by the Director. External evaluators such as Center for Research, Evaluation, and the Study of Student Testing (CRESST) and Public Works, Inc. (PW) provide independent evaluation of program effectiveness.

The UCLA Mathematics Department supports the MCPT program with financial oversight. All income and expense records are monitored by the Mathematics Department’s Financial Manager, Cindy Love and the Department’s Chief Administrative Officer, Judith Levin. Day-to-day operations of the program are the responsibility of our Program Coordinator, Lucy Madatovian. Technical support is provided by the Mathematics Computer Consulting Office.

The Curriculum

In all MCPT courses, teaching professionals examine the mathematics they are expected to teach from a more advanced standpoint and a problem-solving perspective, as deep understanding of important ideas is a fundament goal. At times, we draw from classroom activities for inspiration and motivation, and participants examine student work or read articles that stimulate discussion about important mathematical ideas. Connections to California Mathematics Standards and adopted textbooks are made when appropriate, and participants routinely discuss pedagogical techniques that address the needs of English learners and those with special learning needs.

Collaboration With Schools

Thanks to collaborations with schools in the greater Los Angeles area, MCPT offers about 15-20 courses per year in geographically convenient sites for teachers. In addition to helping with publicity, districts provide facilities, and some offer subsidies to participants who take courses.

From 1999-2004, many teachers participated with subsidies and stipends through California grants, including the Mathematics Professional Development Institutes grant from the University of California Office of the President. Between 2004-2009, five California Mathematics and Science Partnership (CaMSP) grants provided funding for teachers in Lennox School District, Alhambra School District, Centinela Valley High School District, and Little Lake City Schools. MCPT is currently partially funded by a CaMSP grant with Downey Unified School District. From 2008-2009, MCPT received donations from the Center for Mathematics and Teaching, Inc. (CMAT) to subsidize its programs.

MCPT continues to seek funding for its programs and scholarships for participants. We welcome partnerships with school district interested in a cost-effective, high quality program to increase the mathematical competence of their teachers. For more information, please contact us at 310-794-6588.

Course Credit

Participants receive mathematics course credit through UCLA Extension. The units are considered graduate level work for purposes of salary advancement, and completion of the entire MCPT program (48 quarter units) is considered “coursework equivalent to a major for middle school mathematics” by the Department of Mathematics.

How to Participate

UCLA Math Content Programs for Teachers offers courses at locations and times convenient to teachers in the Los Angeles area. Most courses are 10 weeks long and usually meet from 4:15 - 7:45 once a week. For more information, contact Lucy Madatovian at 310.794.6588.