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World Class STEM Education Projects That Advance Teacher Proficiency and Student Learning in Science and Mathematics

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World Class STEM Education Projects That Advance Teacher Proficiency and Student Learning in Science and Mathematics Michael E. Martinez, Ph.D. Professor of Education – PowerPoint PPT presentation

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Title: World Class STEM Education Projects That Advance Teacher Proficiency and Student Learning in Science and Mathematics


1
World Class STEM Education Projects That
Advance Teacher Proficiency and Student
Learning in Science and Mathematics
  • Michael E. Martinez, Ph.D.
  • Professor of Education
  • University of California, Irvine

2
Two Challenges
  • How Can We Build Excellence in
  • Teaching Science and Mathematics?
  • Learning Science and Mathematics?
  • How Can We Do So Through the Two Primary
    Functions of the University
  • Teaching?
  • Research?

3
CalTeach
A Program of Study Designed to Prepare Talented
UCI Undergraduates to Become Excellent Middle and
High School Science and Mathematics Teachers
4
Two Pathways
  • Bachelors Degree in a STEM Discipline, and
  • California Teaching Credential
  • In Four Years
  • Bachelors Degree in a STEM Discipline,
  • Master of Arts in Teaching, and
  • California Teaching Credential
  • In Five Years

5
How Is This Possible?
  • Streamlined and highly innovative undergraduate
    coursework on teaching in the STEM disciplines.
  • Effective cross-campus collaboration.
  • School of Physical Sciences, Biological Sciences,
    ICS, Humanities, and the Department of Education
  • A 2.5 million grant from the National Math and
    Science Initiative (NMSI), along with funding
    from the UC Office of the President.
  • UCI is one of 13 demonstration sites nationally
  • Dedication of UCI faculty and staff

6
CalTeach Meets Desperate Needs
  • Many science and math courses are staffed by
    teachers who are poorly trained in the STEM
    discipline they teach.
  • The University of California needs to do much
    more
  • About 38 of STEM teachers earn their bachelors
    degrees at UC
  • Only about 11 earn their teaching credential at
    UC
  • CalTeach, streamlined but intellectually
    rigorous, allows students to seek a teaching job
    immediately after graduating.

7
Other Contributing Factors
  • Strong program management
  • Vigorous recruitment of undergraduates
  • Ongoing support, including scholarships
  • Launching of new science and math majors, and
    major concentrations, aligned with prospective
    careers in teaching
  • Support from school district partners, including
    Santa Ana, Newport Mesa, Tustin, and Anaheim

8
Spatial Temporal Mathematics at Scale
An Innovative and Fully Developed Paradigm to
Boost Math Achievement Among All Learners
9
Traditional Instruction in Mathematics
  • Traditional math education relies heavily on
    symbolic notation in the form of numerals,
    operations, and equations, as well as on
    technical terminology.

10
A Spatial-Temporal Approach
  • Instead, mathematical patterns can be represented
    as images or transformations of images.
  • Pattern-finding, experienced as mental imagery,
    is a natural ability of the human mind and its
    underlying neural circuitry.

11
An Exciting Possibility
  • Spatial-temporal (ST) reasoning may be a highly
    intuitive way of learning fundamental math
    concepts.
  • ST-based mathematics offers the potential for
    effective learning among students who experience
    frustration with traditional ways of teaching
    math.
  • ST Math may be a gateway to far larger numbers of
    students gaining high levels of mathematical
    proficiency, opening a pipeline of future
    scientists, engineers, and medical professionals.

12
ST Math Software
  • Designed to develop deep intuitive understandings
    of fundamental mathematical concepts
  • Fractions, proportions, symmetries, and functions
  • Video game metaphor
  • Universally motivating
  • Games With a Purpose (GWAP)
  • Activities challenge children to apply
    spatial-temporal skills to solve problems

13
Prior Research Results
  • ST Math has produced substantial gains in
    mathematics achievement in comparison to control
    group students.
  • Learning advantages tend to grow each year.
  • Effects have been found on standardized tests of
    broad mathematics achievement, not only on ST
    concepts.

Martinez, M. E., Peterson, M., Bodner, M.
Coulson, A., Vuong, S., Hu, W., Earl, T., Shaw
G. L. (2008). Music training and mathematics
achievement A multiyear iterative project
designed to enhance students learning. In A. E.
Kelly, R. A. Lesh, J. Y. Baek (Eds.), Handbook
of design research methods in education
Innovations in science, technology, engineering,
and mathematics learning and teaching (pp.
396-409). New York Routledge.
14
Findings From Previous Research
  • Our research shows that a large segment of
    students, perhaps most, can benefit from an
    approach to learning math that uses
    spatial-temporal reasoning
  • Spatial-temporal reasoning and representations
    might hold special promise for English language
    learners
  • By de-emphasizing mathematical terms and
    explanations expressed in English

15
A New Project ST Math At Scale
  • An Innovative and Fully Developed Paradigm to
    Boost Math Achievement Among All Learners
  • Funding
  • US Department of Education, Institute of
    Education Sciences (IES)
  • Four years (2009-2013)
  • Participating Schools
  • 52 elementary schools in Orange County
  • Allied with the Orange County Math Initiative

16
The Collaborating Institutions
University of California, Irvine Michael E. Martinez Peg Burchinal Lindsey Richland AnneMarie Conley Keara Osborne Melissa Kibrick Teya Rutherford Mind Research Institute Andrew Coulson Fran Antenore Abby Daniels Orange County Department of Education Stephanie Schneider Lauren Duran
17
A New Paradigm
  • Prior research shows that a spatial-temporal (ST)
    approach to mathematics learning can open the
    gateways to STEM learning
  • Now its time to put this exciting possibility to
    a rigorous test
  • To understand the nature and magnitude of causal
    effects through a large-scale randomized
    experiment
  • To understand whether ST Math offers particular
    advantages to specific subgroups of learners
  • To understand what implementation factors
    moderate the effects of ST math on student
    learning

18
Addressing Critical Needs
  • The U.S. faces a crucial need for elevated
    achievement in math and, more broadly, STEM
    fields
  • To close the achievement gap
  • And to increase the pool of highly-trained
    scientists and engineers
  • Resulting in heightened international
    competitiveness
  • These are longstanding valued goals
  • Now we need fresh thinking to achieve them
  • The UCI Department of Education is playing a
    leading role, locally and nationally
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