TEAM-Math moves forward in East Alabama
Most people agree that a solid understanding of mathematics is essential for the future success of our children, whether they go on to college or enter the job market. Yet the National Assessment of Educational Progress, which is designed to monitor the nation's progress in mathematics, shows that our students are not getting the preparation they need in mathematics - for example, only 1 of 3 fourth-grade students were found proficient in mathematics. And unfortunately student achievement in Alabama trails that of the nation as a whole. However, there are signs of hope. A number of projects in the state are underway to address this problem.
Fifteen East Alabama school districts have implemented "Transforming East Alabama Mathematics" (or TEAM-Math for short) in partnership with Auburn University and Tuskegee University. This project was established in 2003 to improve the mathematics learning of our students. With an initial investment of $9 million by the National Science Foundation in October 2003, TEAM-Math began working with teachers and schools in 12 area school districts. An additional $400,000 awarded this year has allowed the project to include three additional districts in the partnership; see sidebar.
TEAM-Math is based on the premise that, to improve mathematics education, administrators, teachers, parents and students must be committed to change. So the project not only provides professional development for East Alabama's teachers, but also is helping principals and guidance counselors understand how they can better ensure that all students are receiving a high-quality mathematics education. And the universities are seeking to improve how they prepare new teachers, so the next generation of teachers is well prepared to meet the needs of all their students.
A unique feature of the project is the close collaboration among mathematics teacher educators, mathematicians, and school personnel. This collaboration allows the partners to better understand each others' needs and thus to function more effectively. As Marilyn Strutchens, co-director of the project and associate professor at Auburn University stated, "Our goal from the beginning was to do things with the schools, not to the schools."
The project also holds events for parents to help them better understand how they can support their children's mathematical learning. For example, many schools are holding a six-session seminar in which parents and their children work together to solve math problems within the context of multicultural literature. As one parent related, "The concepts of how math is taught seems more practical than I remember as a child. I have observed more problem-solving with confidence by my child."
The comprehensive professional development provided by TEAM-Math centers on schools that accept a two-year challenge of improving mathematics teaching. A first cohort of 25 schools began intensive involvement with the project in summer 2003, and an additional 23 schools joined the second cohort beginning summer 2004. Schools from the participating districts are currently applying to join the third cohort.
Each cohort begins with a two-week summer institute, introducing teachers to best practices based on research in mathematics education. While 340 teachers attended the first summer institute in 2003, more than 700 attended last summer—including teachers from the first cohort who returned for one week of follow-up training. Teachers from both cohorts also attend half-day follow-up meetings on four Saturdays throughout the year. Teachers are encouraged to complete a total of 160 hours of professional development during their involvement with TEAM-Math.
TEAM-Math additionally provides professional development for a network of district-level and school-level teacher leaders who coordinate on-going collaborative planning and conduct workshops for the teachers in the schools. The development of a common curriculum guide based on a common selection of textbooks has also been a hallmark of the program. This guide provides additional help for teachers to plan instruction, beyond the basic requirements set forth in the Alabama Course of Study.
Early indications suggest that TEAM-Math is making substantial progress in addressing the region's needs. Teachers involved in the professional development are responding favorably to TEAM-Math. In fact, more than 95 percent rated the summer institute and quarterly meetings as being worthwhile. As Lisa Lishak, teacher at Russell County High School and teacher leader for her district put it, "TEAM-Math provides teachers with a variety of approaches, including use of groups and engaging real-world problems, to meet the needs of his or her individual students." The professional development is organized by grade-level in order to better meet teachers' needs.
Mathematics classrooms across the region are starting to take on a different look. Teachers are asking more questions. Students are involved in exploring and making sense of mathematics. They are talking about mathematics, and not just in mathematics class. As one parent said, "We always heard about the other subjects at dinner. But now we're also hearing about what's happening in math class."
Benefits for student achievement are also becoming apparent. While projects with similar designs typically do not see an immediate influence on student learning, TEAM-Math has seen significant improvements following the first year of implementation at grades 6, 8, 10 and 11— with promising, but less definitive results, at grade 4. Meanwhile, similar projects have seen long-term improvements that were cumulative and long-lasting. TEAM-Math is in this for the long haul.
According to John Painter, superintendent of Lee County Schools and member of the steering committee, "In the TEAM-Math systematic approach, classroom teachers are the hub of the wheel but including involvement of all K-20 stakeholders. School districts need to move into the 21st century in order to meet the needs of their students. With its emphasis on collaboration and systemic change, TEAM-Math is showing us the way for math."
Contributed by Dr. Gary Martin, profressor in the Department of Curriculum & Teaching and co-director of TEAM-Math.
|
