Evidence of Success

Math Matters is in its second year of NSF funding and there are some signs of success. For example, Heaton and Lewis are receiving good administrative support at the department and college level within the College of Education and Human Sciences to consider making an integrated math content, pedagogy, and field experience the experience of all students within the elementary teacher education program at UNL, thereby making a transition from Math Matters as a pilot project funded by NSF to Math Matters as an experience for all students in the Elementary Teacher Education Program supported by UNL.

Eight undergraduates from the first cohort of Math Matters students are now involved in undergraduate research projects related to mathematics education in the year following their Math Matters experience. Three are doing undergraduate theses. The topics of their research include algebra in the elementary curriculum, Japanese lesson study and its applicability to professional development in the US, and mathematical practices that highlight mathematical knowledge use teaching. Five other students have continued to work with Heaton on a child study project based on the Shapes from Four Triangles problem.

Math Matters was recognized as an exemplary practice in teacher education by the American Association of Universities in Fall 2001. Heaton, Fisher, Phyllis Burchfield (Roper Elementary School Second Grade Teacher), and Jeanette Norman (undergraduate from the first cohort of Math Matters students) gave a presentation on Math Matters at the National Academy of Arts and Science, Cambridge, MA, October 2001.

Anecdotal evidence indicates that Math Matters students are better prepared to be teachers than other students in the Elementary Teacher Education Program. Beginning in Spring 2002, Heaton will lead data collection intended to follow the progress of Math Matters students after their involvement in the yearlong project and acquire the perspectives of faculty outside of Math Matters on the quality and progress of Math Matters students in the process of learning to teach.