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• W8655456 abstract "for DBER Group Discussion on 2013‐09‐19 Presenter(s), Department(s): Ruth Heaton Professor Department of Teaching, Learning, and Teacher Education Wendy Smith Research Assistant Professor Center for Science, Math, and Computer Education Traci Kutaka Postdoctoral Research Associate Center for Science, Math, and Computer Education Title: Creating Interdisciplinary Collaborations to Support and Understand Mathematics Teaching and Learning Abstract: Teaching mathematics is a complex endeavor and requires a deep understanding of content and pedagogy. Helping teachers learn what they need to know requires the expertise of disciplinary area faculty as well as those with pedagogical expertise. Similarly, understanding the learning of teachers or their students requires complex analyses of messy data by teams of researchers representing differing but complementary perspectives. Cases describing the nature and process of interdisciplinary teaching and research collaborations in mathematics education will be presented and analyzed for lessons learned. Creating Interdisciplinary Collaborations to Support and Understand Mathematics Teaching and Learning Ruth M. Heaton Department of Teaching, Learning and Teacher Education Wendy Smith & Traci Kutaka Center for Science, Mathematics, and Computer Education Interdisciplinary Collaborations • Math Matters 2000‐2003 • Math in the Middle Institute Partnership, 2004‐2011 • NebraskaMATH, 2009‐2014 – Primarily Math – Nebraska Algebra – New Teacher Network • Nebraska Math and Science Summer Institutes, 2007‐ present • NebraskaNOYCE, 2010‐2016 • Data Connections, 2011‐2014 Future Interdisciplinary Work • K‐12 administrators (principals’ learning) • Preschool teachers and administrators • Faculty within my own department • Community organizations • Arts and Science Department Chairs Roper‐UNL Partnership in Elementary Teacher Education (1996‐current) • Built partnership on existing relationships • Invested lots of time early • Observed and listened • Mentored teachers into my role • Turned over responsibilities • Continuous investment in maintaining trust, communication, & support Math Matters (2000‐2003) • Identified a partner (MSU colleague knew Jim Lewis) • Invested lots of time early • Physically present during planning, teaching, and reflection • Developed understanding of similarities and differences in language and ideas regarding math teaching and learning • Brokered Jim Lewis’ relationship with Roper teachers • Communication, trust, & support • Translating collaboration to others—successes and challenges – Description of what we did was not enough – Clear articulation of principles & reasoning guiding collaborative work (day to day work may vary) Math in the Middle (2004‐2011) • Faculty: mathematicians, teacher educators, statisticians • K‐12 teachers • ESUs • UCARE students and graduate students • External evaluators • Master teachers • Northwestern University researcher • Professional development & research Math in the Middle Research • Differences between research and evaluation • “Messy” data gathered on teachers and students • 3 qualitative dissertations (UNL) • 1 quantitative dissertation (UNL) • 1 quantitative dissertation (Northwestern) 11 articles and book chapters by 14 different authors" @default.
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• W8655456 date "2013-01-01" @default.
• W8655456 modified "2023-09-27" @default.
• W8655456 title "Creating Interdisciplinary Collaborations to Support and Understand Mathematics Teaching andLearning" @default.
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