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Jennifer’s First Post

Jennifer Suh with Globe

Post here about this training session ???

Summer 2012 session

Volunteer Lecture Program

2011 Volunteer Lecturer Program

The Volunteer Lecturer Program (VLP) that is sponsored by the Developing Countries Strategy Group of the International Mathematics Union (IMU) , in cooperation with International Center for Pure and Applied Mathematics (CIMPA) and the U.S. National Committee for Mathematics. As a part of this program, I was able to participate in the Volunteer Lecturer Program at The Nelson Mandela African Institute of Science and Technology, Arusha (NM AIST-Arusha) from Aug 8, 2011 to Sept 2, 2011. More details about my participation can be found at NM AIST-Arusha .

(Picture with the NM AIST-Arusha Vice Chancellor Prof. Burton LM Mwamila and of NM AIST-Arusha (to my left) and Prof. Leif Abrahamsson Mathematics Programme Director, International Science Programme (to my right) along with visiting delegates from the East African University Mathematics Programme, members form the Government of South Korea and faculty from NM AIST-Arusha.)
 

 

 

Research Interactions

I also had the opportunity to visit several leading scientists and directors of prominent programs who visited NM AIST-Arusha to build partnerships. These included Prof. Leif Abrahamsson, Mathematics Program Director International Science Programme , Peter Singer, Chief Executive Officer, Grand Challenges Canada along with delegates from the African Capacity Building Foundation as well as members form the East African Universities Mathematics …

IMPACT Connections

 

Image of five star to algebraic connections

 

BIG IDEAS for I.M.p.a.c.t. in math

 Rediscover the curriculum through Algebra Eyes and Ears
-Making generalizations
-Connecting big ideas within the curriculum
-Bringing out  curricular potential for algebraic connections

Develop Algebraic Habits of Mind
-abstracting from computations
-building rules from patterns
-doing and undoing

Engage diverse learners in meaningful math discourse

Leverage technology to build math knowledge

Establish a collaborative mentoring network through Lesson Study.

Algebraic Concept Connections

 Grade K Curriculum Focal Points 

Algebra: Children identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes) as preparation for creating rules that describe relationships.

Grade 1 Curriculum Focal Points 

Number and Operations and Algebra: Developing understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.
Children develop strategies for adding and subtracting whole numbers on the basis of their earlier work with small numbers. They use a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes), and number lines, to model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction and strategies to solve such arithmetic problems. Children understand the connections between counting and the …

About Project IMPACT

The purpose of Project IMPACT, Improving Mathematical Practices via Algebraic Connections and Technology in Elementary and Middle School Mathematics, is to create a collaborative network for knowledge development in mathematics teaching and learning. It provides a forum for teachers to collaboratively plan lessons, exchange best instructional practices and effective uses of tech-knowledgy tools to design instructional tasks that promote algebraic conceptual thinking. Teacher collaboration enhances their professional practice which then affects students’ learning. This project is led by Dr. Jennifer Suh and Dr. Padhu Seshaiyer at George Mason University through grants funded by the State Council of Higher Education in Virginia.

Why algebra as the focus?

Algebra has typically been considered a high school course and often called the gateway course to graduation. However, algebra is no longer a middle and high school course, but a prominent strand in the k-8 curriculum. In fact, according to the MATH Now initiative, aimed at advancing math education in elementary and middle school, the Secretary of Education, Margret Spellings stated,

“To compete in the global economy, you must know math. Therefore it is more important than ever that our students receive solid math instruction in the early grades to prepare them to take and pass Algebra and other …

About the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE )

The Center for Outreach in Mathematics Professional Learning & Educational Technology in Virginia is a mathematics partnership between Faculty from George Mason University (GMU) and school divisions in Northern Virginia (Alexandria, Falls Church City, Fairfax County, Loudoun County, Manassas City and Prince William County). Using a blended approach with high quality onsite professional development (through summer institutes and follow up seminars and content-focused coaching through Lesson Study) and GMU Math e-learning Network (content-focused webinars, and video clips align with the 2009 SOL standards), the center will provide sustained, intensive, and high-quality professional development for math teachers, special educators, and teachers of Limited English Proficient (LEP) students that will address needs identified in the school/district professional development plan.

COLLABORATION

Outside GMU: The Center will have an active math science partnership with six school districts: Fairfax, Loudoun, Prince William, Alexandria, Falls Church, Manassas City. Besides National Organizations such as the National Council of Teachers of Mathematics (NCTM) and the Association of Women in Mathematics (AWM) are planning to work with our center to broaden their impact on teachers of mathematics: Monique Lynch, (NCTM); Director of Professional Development, and Patrick Vennebush, NCTM Illuminations Project Coordinator and Suzanne Lenhart, Former President of Association of Women in Mathematics (AWM) have agreed to present seminars/workshops for teachers.
Inside GMU: The Center will actively collaborate with the Do-IT, GMU-TV to create lesson modules and come up with new ways to support and promote the Distance Learning Program at GMU. The Center will also promote active faculty mentorship through student scholarships generated in conjunction with George Mason’s UAP program and QEP initiatives.

Broader impacts from the center’s contribution

Support from SCHEV: The two funded programs ACT NOW (2008-2009) and IMPACT (2009-2010) has impacted our Mathematics Educational Leadership program by providing tuition for a total of 150 Masters students and has provided teaching/research experiences for our doctoral students as well.
Support from the newly funded VA-DOE Math Science Partnership: COMPLETE (2010-2012) will support 10 undergraduate scholars, 200 teachers who earn 3-6 graduate credits, support for 3 graduate students (2 masters and 1 doctoral). The support form the MSP grants will generate tuition funding for the Office of Educational Services and the University.
Impact on QEP for University – Dr. Seshaiyer currently serves on the advisory council for the Center for Teaching Excellence and also on the Quality Enhancement Planning University Committee. Together with Dr. Suh, we plan to create programs in the Center that will align to the QEP initiatives in promoting a culture of scholarship. Specifically, the center will help to support student scholarships through collaborations with the school district and faculty at GMU.
Impact for UAP programs and the Honors College – Dr. Seshaiyer currently serves on the Advisory Council of the Honors College and also has mentored a student in the Undergraduate Apprenticeship Program. Together with Dr. Suh, we plan to create new …

Research Contributions

The research evolving from the center will contribute to the field’s understanding of research-based evidence on effective mathematics professional development models to innovate the teaching of STEM based mathematics content with diverse student populations to improve student learning. It will leverage emerging cognitive technology and research on how students learn mathematics to promote mathematical proficiency. The conceptual framework developed through this research will identify key factors that influence teacher’s effective use of technology, teaching and questioning strategies that support student learning, representational fluency and algebraic thinking that can be applied to teaching other mathematical concepts using technology. The involvement of teachers as researchers and designers will provide a strategic research infrastructure linking researchers, graduate and undergraduate students, practitioners and mentoring research practitioners at multiple levels.

The research activities of the center will be communicated through publications in peer-reviewed journals, book chapters, and conference proceedings and via national and international presentations. In addition, center research will also focus on the development of educational modules and web-based curriculum materials. The center will also host an annual research conference at GMU which will provide a medium for exchange of research between students and faculty and other renowned experts working on the broad theme