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| CBMS gratefully acknowledges the generous support of
the ExxonMobil Foundation and the National Science Foundation in making possible the National Summit. |
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On
November 2nd and 3rd, 2001, almost 300 participants and
speakers gathered near Washington DC for the National Summit on the Mathematical
Education of Teachers. The Summit was an intensive two-day event, hosted and
organized by the Conference Board of the Mathematical Sciences. The purpose of
the Summit was to launch the document, The Mathematical Education of Teachers
(MET), and to stimulate the mathematics community into making the mathematical
education of teachers a priority for this decade.
Participants
formed a diverse group, geographically (representing 35 states, the District of
Columbia and the Virgin Islands), by specialty (mathematics, mathematics
education, and education), and by affiliation (universities, four-year colleges
and two-year colleges). Together, discussed the recommendations of MET, the
challenges involved in implementing those recommendations, and efforts underway
now at several institutions to improve the mathematics education of teachers.
The
Summit consisted of plenary sessions, addresses, and working sessions. The
plenary sessions and addresses were designed to frame the issues and problems
associated with the mathematical education of teachers. The 18 different working
sessions were led by people from institutions that have had success improving
that education. During these sessions, participants learned the specifics of a
program and how a project could be applied at their own institutions. Topics
from the working sessions were wide-ranging, and included elementary, middle and
high school teacher preparation, and partnerships between higher education
mathematics departments and school districts, schools of education and two-year
colleges.
Some
of the highlights of the plenary sessions and addresses follow:
 | The
Summit began with remarks from Jim Lewis, who along with Glenda Lappan was
co-chair of the Summit Steering Committee. Mindful of the duties and
workload awaiting participants upon their return home, Jim asked people to
keep two questions in mind during the Summit: What have we learned that
should be shared with a wider audience back home? and What is our first
action item when we return home? |
| Roger
Howe, also a member of the Summit Steering Committee, pointed out that there
are serious challenges facing the improvement in the mathematics preparation
of teachers. For example, it would be desirable for teachers to know
algebra, but many don’t know arithmetic. He hoped that mathematics courses
for teachers would be “rigorous and friendly” and that
mathematics departments “get incentives right,” that is, that the
mathematics education of teachers not become a burden on those who have to
develop or implement new programs. |
| Ed
Ahnert, president of the ExxonMobil Foundation, spoke about the need
ExxonMobil has for mathematics, science and engineering and that that need
is shared by the country and its citizens. The Summit was supported by
grants from the ExxonMobil Foundation and the National Science Foundation
(NSF). |
| William
“Brit” Kirwan, president of the Ohio State University, began his talk by
noting the “math wars” that have flared up recently. Kirwan said that he
has seen wars fought for many reasons, but this is the first time that wars
have been fought over mathematics education. He stated that “teacher
education in mathematics should be a central mission of our mathematics and
education departments” and outlined six strategies to improve mathematics
education: reshape and restructure the undergraduate curriculum, increase
diversity in mathematics departments, create opportunities for second career
mathematics teachers (for example, people coming from industry), increase
involvement with school districts and their teachers, increase research in
mathematics education, and individualize faculty workloads. |
| Deborah
Ball and Hyman Bass gave many examples to show how much mathematics a
teacher must know to teach even the most basic arithmetic. |
| Judith
Sunley, Senior Advisor to the Director of the NSF, listed five challenges
faced by those who seek to affect change. Among those challenges: No one
wants change (but a wet baby). |
At the conclusion of the Summit, Ed Ahnert announced the recipients of the first 5 of the ExxonMobil Innovation Grants. The $3000 grants are to assist the recipients in planning partnerships or other innovations which will then be supported by the institutions themselves or by other funding. The recipients of the first grants are: East Tennessee State University, Humboldt State University, Northeastern State University (Oklahoma), the University of Illinois at Chicago, and the University of Southern Colorado
More details about the plenary talks, the working group sessions and the ExxonMobil grants may be found in the pages below.
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Post Summit Pages
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Archived Pre Summit Pages
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