Studying Mathematics Learning from the Student Perspective
The Studying Mathematics Learning from the Student Perspective (SML) professional development program is a locally developed, best practices based program specifically designed to help teachers meet the needs of all mathematics students. The program is well aligned with West Ed's Reading Apprenticeship model and uses the Four Dimensions of Learning adjusted specifically for mathematical work with additional attention paid to the task and task management. As a part of SML, teachers spend four days working collaboratively on interesting mathematics problems with other K-12 teachers. Most participants find the mathematical work challenging but engaging and satisfying. For part of the day, participants act as mathematics students using a variety of strategies and materials to solve problems. For the remainder of the day participants analyze the strategies and structures that supported their learning and then plan for implementation in their own classrooms. Upon completion of the initial session, teachers participate in a monthly collaborative teacher group either through the cross-county team or at their own district. These meetings offer new strategies, support for classroom implementation, collaboration and networking opportunities. All groups study student work together and many participate in structured, facilitated peer observation (depending on the comfort level of the team) in order to continue their growth in the implementation process.
During the 2007-2008 school year a dual-county mathematics steering committee was formed with teacher leaders and curriculum leaders from Livingston and Washtenaw counties. The goal of this group was to create a professional development plan that would help teachers in creating the best mathematics learning environment for their students that would support creative problem solving skills, mathematical literacy and communication about problems and processes. This steering committee reviewed relevant research and determined that a professional development program should involve teachers delving into deep mathematical thinking in an environment that would expose them to the type of classroom they were trying to create, considering the experience that their students would have and the supports that would be necessary to foster their growth and allow them to thrive in a challenging environment. To view the full steering committee report, click here.