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Program Philosophy
The main objective of the UCLA Math Content
Program for Teachers (MCPT) is to have participants develop a
broad understanding of K-12 school mathematical content from
an advanced perspective. Participants study a broad content background
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. Participants should have a good understanding of the
mathematics topics covered in the high school courses. Another
objective of the UCLA program is to develop effective math pedagogy.
While the principal focus of each course is math content, pedagogy
issues are woven throughout each course. The pedagogical issues
include the role of formative and summative assessments, delivery
of math content to English language learners (ELL), appropriate
use of technology, and effective use of specific course textbooks.
A variety of effective teaching methods are modeled throughout
each course.
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The principal focus of
the lessons is the mathematical content, which is used as
a vehicle for treating pedagogy and other issues.
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Courses are based on mathematical
activities that have been carefully and strategically selected
for the importance of the mathematical ideas being advanced.
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Activities in lesson units
are contextualized, thereby modeling effective strategies
for ELL and, more generally, for acquisition of academic
language by all students.
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There is an emphasis on
problem solving, multiple solution strategies, and communicating
solutions in multiple ways (the "fourfold way").
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Lesson units are closely
keyed to the California Mathematics Content Standards.
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In each course, participants
refer to their school textbooks in order to analyze mathematical
and pedagogical topics.
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Student work, videos of
students solving problems and copies of student solutions,
are incorporated into the courses.
In August 2004, the MCPT eight-course
core program was approved by the California Commission on Teacher
Credentialing (CCTC) as the first (and only) comprehensive Supplementary
Authorization Program for teaching mathematics through grade
9 in California (32 quarter units). The MCPT twelve-course program
is considered “coursework equivalent to a major for the
teaching of middle school mathematics” and meets the requirements
for a Subject Matter Authorization (48 quarter units).
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. A close collaborative relationship between these
various groups is maintained during all aspects of program development
and implementation through a "lesson study" type model.
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 documents (including
the Mathematics Framework for California Public Schools and the
Standards of Program Quality and Effectiveness for Programs of
Supplementary Authorization in Mathematics) and to nationally-based
documents and reports (such as the NCTM Principles and Standards
for School Mathematics, the CBMS report entitled The Mathematical
Education of Teachers, and the NRC-sponsored report Adding It
Up: Helping Children Learn Mathematics, edited by Kirkpatrick).
Courses go through an extensive process of writing, editing,
field-testing, and review. When a course reaches a satisfactory
state, formal instructor training is offered on a regular basis,
and the results of these trainings provide feedback for further
course improvement.
Program Supervision
MCPT is supervised by the UCLA Department
of Mathematics at three levels. At an immediate supervisory level,
there is the MCPT Advisory Committee, which meets regularly to
review the program and set policy. The MCPT Advisory Committee
is appointed by the Chair of the Mathematics Department, and
includes representatives from the Graduate School of Education
and Information Studies (GSEIS) and from the Department of Statistics.
A second supervisory level is provided by the Departmental Undergraduate
Studies Committee, which is headed by the Mathematics Department
Undergraduate Vice-Chair. The Undergraduate Studies Committee
maintains general oversight over all departmental courses and
programs for undergraduates, and is responsible for courses that
are offered for credit through UCLA Extension. At a third supervisory
level, the departmental Committee on Teacher Preparation monitors
the success of the MCPT and makes recommendations when appropriate.
The MCPT Team
The UCLA Math Content Program for Teachers
benefits from the talented expertise of professionals within
the K-12 community, the UCLA Mathematics Department, Education
Department, Statistics Department, and University Extension.
The Director of the program, Shelley Kriegler, has a BA in Mathematics,
a Masters in Curriculum, and an Ed.D. in Teaching Studies. She
directs all aspects of the program, and is specifically responsible
for curriculum development. Mathematics Professor Ted Gamelin
works closely with Dr. Kriegler on all content-related aspects
of the program. Associate Director, Cynthia Raff, has extensive
experience in teaching, mathematics education, and business.
She is responsible for securing contracts and organizing professional
development. Advisory committee members meet regularly and participate
directly in Math Content Program for Teachers activities as needed.
Advisory Committee Members include Ted Gamelin (Xvice Chair of
Mathematics Department and Xchair, Faculty Advisor to California
Mathematics Project), Kirby Baker (Director of Programs in Computing,
Faculty Advisor to UCLA Mathematics Project), and Phil Curtis
(Mathematics Professor Emeritus). Other members include Susie
Hakansson (Director of California Mathematics Project), statistics
professor Robert Gould (Director of Center for Teaching Statistics),
Jody Priselac (Director of Center X), and Kyndall Brown (Co-Director
of the UCLA Mathematics Project). Dr. Eve Haberfield at University
Extension handles all matters associated with recording course
credit through University Extension.
The MCPT Writing Team works
continually to develop, field test, and revise the program. Their
efforts are coordinated by MCPT
teacher-leaders: Helen Chan, Mark Goldstein, Heather Calahan,
Michelle Guire, Melissa Canham, and Connie Lee. Teacher-leaders
who have a broad understanding of K-12 mathematics work on writing
teams with mathematicians and other math educators. Prolific
contributors to MCPT writing efforts include: Bruce Yoshiwara
(Pierce Community College), Stuart Moskowitz (Humbolt State University),
Michelle Welford (UCLA Graduate School of Education and LAUSD
Coach), and UCLA PhD students who are participating in the NSF-funded
GK12 program.
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. Undergraduate
students participating programs such as UCLEADS and CARE focus
their research on student achievement.
The UCLA Mathematics Department
supports the MCPT program with expertise and personnel. All income
and expense records are monitored
and maintained by the Mathematics Department’s Financial
Manager, Teri Bernard and the Department’s Chief Administrative
Officer, Judith Levin. Day-to-day operations of the program are
the responsibility of our Program Coordinator, Theresa Lee. Technical
support is provided by the Mathematics "BUGS" department.
Cary Matthews is the Editor. Oliver Chan is the Webmaster.
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. 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. However, the deep understanding of important
mathematical ideas is the fundamental goal.
Collaboration With
Schools
Currently, the UCLA Math Content Program for
Teachers has developed close relationships with many school districts
in the Los Angeles area. In addition to helping with publicity,
districts arrange for us to use their facilities, and some provide
dinner for participants. We currently offer about 50 classes
per year at times and locations convenient to teachers.
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 Mathematics Department.
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 - 8:15 once a week. For more information, contact Theresa
Lee at 310.794.6588.
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