
Critical Issues in Mathematics Education 2014: The role of the mathematics department in the mathematical preparation of teachers
Organizers: Deborah Ball (University of Michigan), Solomon Friedberg (Boston College), LEAD Jim Lewis (University of Nebraska), Despina Stylianou (City College, CUNY), Peter Trapa (University of Utah), HungHsi Wu (University of California, Berkeley), Darryl Yong (Harvey Mudd College)The 2014 CIME workshop will focus on the role played by mathematics departments in preparing future teachers. As part of this focus, the workshop will consider two broad questions: What mathematics should teachers know, and how should they come to know this mathematics?
The Conference Board of the Mathematical Sciences publication, The Mathematical Education of Teachers II, recommends that, at institutions that prepare teachers, teacher education should be “an important part of a mathematics department’s mission” (p.19). Certainly, at some universities, mathematicians are significantly involved in the mathematical experiences of students who are planning become teachers. But there are many other departments where this is not true. Future mathematics teachers are enrolled in the department’s mathematics classes, but no one is attending to the fact that this is where they are developing mathematical knowledge and (from watching their instructors) ideas about how teach mathematics. This role – whether deliberate or latent –– is vitally important for the mathematical preparation of beginning teachers.
The CIME workshop has three core aims: (A) to acquaint mathematicians with basic facts about teacher education and how teacher education intersects with the math department even when no one is taking special note of the department’s role; (B) to explore a set of key questions and best practices central to taking advantage of the role that mathematics departments do – or could – play in the mathematical preparation of teachers:
 What is known about effective mathematical preparation of teachers, including curriculum, instructional approaches, and assessments?
 What supports do mathematicians and mathematics departments need to carry out this important role effectively? What are examples of successful models and what evidence exists about their effects?
 What are some of the persistent problems or challenges and what are promising examples of addressing these?
and (C) to identify possible action steps to provide more collective capacity for math departments to contribute to teachers’ mathematical education.
Updated on Apr 04, 2014 09:25 AM PDT 
Critical Issues in Mathematics Education 2013: Assessment of Mathematical Proficiencies in the Age of the Common Core
Organizers: Mark Thames* (University of Michigan), Kristin Umland* (University of New Mexico), Noah Heller (Math for America) and Alan Schoenfeld (University of California, Berkeley)This workshop will explore the fundamental problems of trying to assess students' mathematical proficiency, seeking to take a more comprehensive perspective on what it is to learn, know, and use mathematics. The advent of the Common Core State Standards both increases the demand and broadens the conception of what it is to be mathematically skillful, and opens new opportunities and challenges to improving our ability to assess what students understand and can do.
Updated on Sep 09, 2013 09:31 PM PDT 
Critical Issues in Mathematics Education 2012: Teacher education in view of the Common Core
Organizers: Dave Auckly, Hyman Bass, Amy CohenCorwin, and William McCallumThe wide adoption of the Common Core State Standards for Mathematics (CCSSM) offers a helpful curricular coherence to the environment of teacher education. And so the CCSSM present both an opportunity and a challenge to teacher education. An opportunity because of the greater focus made possible. A challenge because not only of the ambitious level of the CCSSM, but also of the prominent role in them of Mathematical Practices. While most mathematicians will find these congenial, much needs to be done to make them meaningfully understood by teachers and teacher educators, and, still more, how to enact them as an organic aspect of instruction. The CIME workshop aims to gather and stimulate ideas for how to meet this opportunity and challenge.
Updated on Sep 09, 2013 09:32 PM PDT 
Critical Issues in Mathematics Education 2011: Mathematical Education of Teachers
Organizers: Dave Auckly, Sybilla Beckmann (chair), Jim Lewis and William McCallumThis workshop will showcase materials and successful teacher education programs, examine the Common Core State Standards and its implications, and explore how mathematics education research can improve practice.
Updated on Nov 12, 2014 12:41 PM PST 
Critical Issues in Mathematics Education 2010: Reasoning and SenseMaking in the Math Curriculum
Organizers: Dave Auckly, Scott Baldridge, Deborah Loewenberg Ball, Aaron Bertram, Wade Ellis, Deborah Hughes Hallett, Gary Martin, and William McCallum (Chair)The National Council of Teachers of Mathematics has just released a new document, Focus in High School Mathematics: Reasoning and SenseMaking. The Council of Chief State School Officers and the National Governor’s Association have initiated a state led effort to produce Common Core State Standards, which they hope will move states toward national curricular coherence. The national scene is being transformed through stimulus money aimed at having states adopt common standards. This is a significant time for mathematicians to weigh in for coherence and a focus on thinking, understanding and sensemaking. For this reason MSRI will host the seventh Critical Issues in Mathematics Education Workshop on this topic. Themes of the workshop will include international comparisons, the role of a coherent national curriculum in the teaching of mathematics, and the ways in which technology can be used to support reasoning and sensemaking.
Updated on Sep 11, 2013 05:30 PM PDT 
Critical Issues in Mathematics Education 2009: Teaching Undergraduates Mathematics
Organizers: William McCallum (The University of Arizona), Deborah Loewenberg Ball (University of Michigan), Rikki Blair (Lakeland Comminity College, Ohio), David Bressoud (Macalester College), Amy CohenCorwin (Rutgers University), Don Goldberg (El Camino College), Jim Lewis (University of Nebraska), Robert Megginson (University of Michigan), Bob Moses (The Algebra Project), James Donaldson (Howard University),Teaching Undergraduates Mathematics will be the sixth in a series of Critical Issues in Education workshops hosted by the Mathematical Sciences Research Institute (MSRI) in Berkeley, CA. Whereas previous workshops focused on K12 education and teacher education, this workshop will focus on undergraduate education.
Updated on Oct 07, 2014 03:37 PM PDT 
Critical Issues in Mathematics Education 2008: Teaching and Learning Algebra
Organizers: Al Cuoco, chair, (Center for Mathematics Education), Deborah Ball, ex officio (University of Michigan), Hyman Bass (University of Michigan), Herb Clemens (Ohio State University), James Fey (University of Maryland), Megan Franke (UCLA), Roger Howe (Yale University), Alan Schoenfeld (UC Berkeley), and Ed Silver (University of Michigan).For over two decades, the teaching and learning of algebra has been a focus of mathematics education at the precollege level. This workshop will examine issues in algebra education at two critical points in the continuum from elementary school to undergraduate studies: at the transitions from arithmetic to algebra and from high school to university. In addition, the workshop will involve participants in discussions about various ways to structure an algebra curriculum across the entire K12 curriculum.
Updated on Nov 12, 2014 12:44 PM PST 
Critical Issues in Mathematics Education 2007: Teaching Teachers Mathematics
Organizers: Deborah Ball (Center for Proficiency in Education and the University of Michigan), Sybilla Beckmann (University of Georgia), Jim Lewis (University of Nebraska) Chair, Ruth Heaton (University of Nebraska), James Hiebert (University of Delaware), William McCallum (University of Arizona) and William Yslas Velez (University of Arizona).Building on the issues investigated in these previous workshops, this workshop will focus concretely on courses, programs and materials that aim to increase teachers’ mathematical knowledge for teaching. Both courses and programs that lead to initial certification and professional development of current teachers will be examined at the workshop. In addition, the workshop will examine efforts by colleges, universities, school districts, professional organizations and funding agencies to support people who teach these courses or lead these workshops.
Updated on Oct 07, 2014 03:48 PM PDT 
Raising the floor: Progress and setbacks in the struggle for quality mathematics education for all
Organizers: Deborah Ball, Herb Clemens, Carlos Cabana, Ruth Cossey, Bob Megginson, Bob MosesThis conference will be held at MSRI in Berkeley, CA.
Knowledge of mathematics in the technology and information age has been likened to reading literacy in the industrial age. In each case knowledge is the enabler, the ticket to full participation in society and to some measure of economic wellbeing. This conference will explore the historical and current challenges to quality and equity in the teaching and learning of mathematics, both in the U.S. and internationally. The exploration will feature case studies of successful and notsosuccessful efforts, with the goal of learning together how to improve and refine that which works and correct that which doesn't.
Updated on Nov 10, 2014 11:40 AM PST 
The Mathematical Knowledge for Teaching (K8): Why, What and How?
Organizers: Deborah Ball, Chair, (University of Michigan), Herb Clemens (Ohio State University), David Eisenbud (MSRI), Jim Lewis (University of Nebraska)Using Math to Teach Math (PDF 5.5MB) Second conference in the MSRI series "Critical Issues in Mathematics Education" This workshop will be held at Asilomar in Pacific Grove, California. The conference takes as a premise that improving students’ mathematics learning depends on improving mathematics teaching, for which teachers’ knowledge of mathematics is a key factor. It will bring together different groups for whom issues of teachers’ mathematical knowledge are of critical concern, and explore current perspectives, evidence, and programs. Three questions structure its highly interactive design: 1. Why should K8 teachers know mathematics? 2. What is the nature of the knowledge of mathematics needed for effective teaching? 3. What can mathematics departments and schools of education do to help teachers develop such knowledge? The conference will foster productive partnerships among research mathematicians, mathematics educators, educational researchers, teachers of school mathematics, and policymakers that will support them in their efforts. This conference is made possible by generous support from The National Science Foundation (www.nsf.gov), MfA Math for America(www.mathforamerica.org),Texas Instruments (www.ti.com). Noyce Foundation, and Center for Proficiency in Teaching Mathematics
Updated on Nov 14, 2014 12:03 PM PST 
Assessing Studentsâ€™ Mathematics Learning: Issues, Costs and Benefits
Organizers: Deborah Ball, Hyman Bass, Jim Lewis, Robert Megginson, Alan SchoenfeldThis is the first in a series of workshops on K12 mathematics education, the goal of which is to engage groups of people with diverse expertise relevant to the framing, investigation, and solution of critical problems in K12 education. Schedule now available.
Due to the tremendous response to the announcement of this workshop, the workshop is now fully booked, and we have had to close registration. For further information, please contact Bob Megginson at meggin@msri.org.
Updated on Nov 14, 2014 12:54 PM PST

Past Other Workshops 