Mathematicians in Mathematics Education (MIME)
March 16–18, 2014
College Station, TX
Apply/Register for this workshop
Registration for this workshop and applications for funding are now closed.
MIME 2014 organizing committee
- William McCallum (chair), University of Arizona
- Deborah Loewenberg Ball, University of Michigan
- Hyman Bass, University of Michigan
- Roger Howe, Yale University
- Yvonne Lai, University of Nebraska-Lincoln
- Yeping Li, Texas A&M University
About this workshop
The demand is increasing for mathematicians who can constructively contribute to work in mathematics education, such as standards development, validation of tests, curriculum design, textbook review, and the preparation and professional development of teachers.
This workshop is designed for those in mathematics who would like to learn more about current issues in K-12 education and help address them, but may lack prior experience in this area. Participants will learn about key issues in the field, such as the core mathematics of K-12 and mathematical knowledge for teaching.
This workshop will appeal to anyone who has found interesting the challenge of structuring courses for prospective K-12 teachers, is curious about recent influences on K-12 curriculum (especially the Common Core State Standards in Mathematics), has wondered about how mathematicians can interact with local school districts and teachers in ways that support children's mathematics learning, or has thought about ways in which knowing mathematics for teaching a course might differ from simply doing the mathematics involved in the course.
This workshop serves as a place to learn more about the issues involved and meet others interested in mathematics education.
Confirmed workshop leaders and presenters
- Scott Baldridge, Louisiana State University
- Roger Howe, Yale University
- George Khachatryan, Reasoning Mind
- Yvonne Lai, University of Nebraska-Lincoln
- Yeping Li, Texas A&M University
- William McCallum, University of Arizona
- Cody Patterson, University of Arizona
- Daniel Zaharopol, Art of Problem Solving Foundation / Summer Program in Mathematical Problem Solving
Accommodations and Location
The workshop will be held on the Texas A&M campus with nearby lodging, most likely at the Four Points Sheraton. We will book and cover lodgings for all accepted registrants.
On Sunday, March 16, the workshop will be held at the Texas A&M Harrington Tower 301 and 301. On Monday and Tuesday March 17-18, we will convene at Memorial Student Center (MSC) 2406A and 2406B.
Program
Full Program
Download as PDF: here.Daily timetable
Sunday, March 16 11:45am-6pm |
(11:45am) Shuttle from hotel to campus Registration/Lunch: Harrington Tower 301 Sessions: Harrington Tower 303 |
Monday, March 17 8am-6pm; 6pm-8pm |
(8am) Shuttle from hotel to campus Breakfast: Memorial Student Center 2406A Sessions: Memorial Student Center 2406B Optional evening activity: (6pm) Dinner with TAMU Math Circle: Blocker 117 (8pm) Shuttle from campus to hotel |
Tuesday, March 18 8am-noon |
(8am) Shuttle from hotel to campus Breakfast: Memorial Student Center 2406A Sessions: Memorial Student Center 2406B |
MIME 2014 will begin March 16 at noon with a kickoff light lunch and end March 18 in the late morning.
Sessions
Sunday, March 16
- Registration and Lunch (Harrington Tower 301) | noon-1:00pm
- Welcome & Introductions | 1:00pm - 1:30pm
- Opening remarks and welcome (Yeping Li)
- Overview of workshop (Bill McCallum)
- Mathematical knowledge for teaching (Yvonne Lai and Bill McCallum)
- Introduction to mathematics education
- A glimpse of the "mathematical work of teaching"
- Implications for the mathematical preparation of teachers
- Rethinking teacher education (Roger Howe)
Monday, March 17
- Variety of activities involving mathematicians in mathematics education (Roger Howe, Scott Baldridge, Bill McCallum, George Khachatryan, Daniel Zaharopol)
- K-12 mathematics curricula and its relation to the Common Core (Cody Patterson, Scott Baldridge)
- Mathematics problems and the mathematical preparation of prospective K-12 teachers (Part I) (Scott Baldridge, Cody Patterson (lead), Yvonne Lai)
Tuesday, March 18
- Mathematics problems and the mathematical preparation of prospective K-12 teachers (Part II)
- Dialogue about mathematics education and the participation of mathematicians (Roger Howe, Yeping Li)
- Closing
Reimbursement instructions
Reimbursement for participants' travel is generously arranged by the Institute for Mathematics & Education at the University of Arizona.
Questions about reimbursement or reimbursement forms? Please direct them to Shane Smith, at ssmith(at)math(dot)arizona(dot)edu or 520-626-5709 (phone).
To obtain reimbursement, please:
Be sure to complete a MIME comment form: here. This is required prior to reimbursements. (Of course, you should wait until after the workshop to complete the form).
Then provide:
- A completed W-9 form: download here.
- If claiming reimbursement for a flight, your itinerary and receipt
- If claiming mileage, a printout of google maps or mapquest or equivalent of your route
- Original receipts for taxi fares and other ground transportation or other incurred costs (only original, paper receipts will be recognized by the University of Arizona financial system)
- A brief memo stating:
- - That you are seeking reimbursement for the MIME 2014 workshop in College Station, TX
- - Your travel start and end date
- - Approximate times you left and returned to your hometown on those dates
- - Address to send reimbursements to if different from that listed on your W-9 form
Please send the above to:
Business Mgr, Mathematics
617 N. Santa Rita Ave. Rm 119
Tucson, AZ 85721-0089
If you are not claiming any reimbursements requiring original paper receipts, you may email or fax your forms to Shane, at 520-626-1325 (fax) or ssmith(at)math(dot)arizona(dot)edu.
MIME 2014 Cohort
. | Alex | Khachatryan | Reasoning Mind | Houston | Texas |
. | Alison | Marr | Southwestern University | Georgetown | Texas |
. | Amanda | Hager | The University of Texas at Austin | Austin | Texas |
. | Ana T | Castillo | Pharr-San Juan Alamo School District / South Texas College | Pharr | Texas |
. | Andres | Padilla Oviedo | The University of Texas - Pan American | Edinburg | Texas |
. | Andrzej | Sokolowski | Texas A&M University | College Station | Texas |
. | Bill | McCallum | University of Arizona/Illustrative Mathematics | Tucson | Arizona |
. | Brandy | Wiegers | San Francisco State University | San Francisco | California |
. | Cathy | Beicker | Texas Lutheran University | Seguin | Texas |
. | Cody | Patterson | University of Arizona | Tucson | Arizona |
. | Daniel | Zaharopol | The Art of Problem Solving Foundation | Cambridge | Massachusetts |
. | Dianne | Goldsby | Texas A&M University | College Station | Texas |
. | Emil | Straube | Texas A&M University | College Station | Texas |
. | Frank | Sottile | Texas A&M University | College Station | Texas |
. | G Donald | Allen | Texas A&M University | College Station | Texas |
. | George | Khachatryan | Reasoning Mind | Houston | Texas |
. | Hanna | Bennett | The University of Texas at Austin | Austin | Texas |
. | James | Valles, Jr. | Prairie View A&M University | Prairie View | Texas |
. | Jennifer | Whitfield | Texas A&M University | College Station | Texas |
. | Jian | Shen | Texas State University | San Marcos | Texas |
. | John | Bernard | The University of Texas - Pan American | Edinburg | Texas |
. | Kate | Kearney | Louisiana State University | Baton Rouge | Louisiana |
. | Laurette | Foster | Prairie View A&M University | Prairie View | Texas |
. | Philip | Yasskin | Texas A&M University | College Station | Texas |
. | Robert | Gustafson | Texas A&M University | College Station | Texas |
. | Roger | Howe | Yale University/Texas A&M Faculty Fellow | New Haven/College Station | Connecticut/Texas |
. | Sandra | Nite | Texas A&M University | College Station | Texas |
. | Scott | Baldridge | Louisiana State University | Baton Route | Louisiana |
. | Timothy | Huber | The University of Texas - Pan American | Edinburg | Texas |
. | Victor | Kostuk | Reasoning Mind | Houston | Texas |
. | Virgil | Pierce | The University of Texas - Pan American | Edinburg | Texas |
. | William | Hager | Texas Lutheran University | Seguin | Texas |
. | Yeping | Li | Texas A&M University | College Station | Texas |
. | Yvonne | Lai | University of Nebraska-Lincoln | Lincoln | Nebraska |
Suggested Short Readings with Links to Articles
During the 2009-2010 academic year, Harvey Mudd Professor of Mathematics Darryl Yong did something unusual for a university mathematician on sabbatical: he taught high school mathematics in a large urban school district, despite his institution not having a teacher preparation program and only graduating a few students per year who intend to be teachers. Four lessons emerged from his experience that he writes about in a special article for the Notices of the AMS.
This report, coordinated by the AMS and MAA, should be useful to the entire community of professionals who educate teachers of mathematics, from those who teach undergraduates seeking initial certifcation to those who work with veteran teachers pursuing opportunities for professional development. Its audience includes professional development providers housed outside of academic institutions as well as collegiate faculty from disciplines outside the mathematical sciences who have become actively engaged in the mathematical education of teachers. Its primary audiences, however, are faculty who teach in mathematics or statistics departments and their colleagues in colleges of education who have primary responsibility for the mathematical education of teachers. In addition, this report will be useful to policy-makers at all levels who look to the mathematics and mathematics education community for professional guidance with respect to the mathematical education of teachers.
This note presents a proposal for a coherent approach to mathematics instruction in first grade. The proposal is highly compatible with the recently published (in the US) Common Core State Standards for mathematics, but places more emphasis on connections between topics than might be evident from a casual reading of those standards.
This article argues that the consideration of the way in which the content of elementary mathematics is organized and presented is worthwhile for both U.S. and Chinese elementary mathematics educators. As illustrated in this article, the organizing structure may affect the content that is presented and ultimately learned by students.
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. This project is organizing the writing of final versions of the progressions documents for the K-12 Common Core State Standards.
Suggested longer readings
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Li, Y. & Lappan, G. (Eds.) (2014). Mathematics curriculum in school education. Dordrecht: Springer.
Mathematics Curriculum in School Education provides an international perspective on diverse curriculum issues and practices in different education systems, offering a comprehensive picture of various stages along curriculum transformation from the intended to the achieved, and showing how curriculum changes in various stages contribute to mathematics teaching and learning. The book brings new insights into curriculum policies and practices to the International community of mathematics education.
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Li, Y., Silver, E. A., & Li, S. (Eds.) (2014). Transforming mathematics instruction: Multiple approaches and practices. Dordrecht: Springer.
Transforming Mathematics Instruction surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers' expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction.