Indiana University- indiana Mathematics Initiative Math Science Partnership

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Indiana University- Indiana Mathematics Initiative Math Science Partnership Web Site:

  • Principal Investigators:

  • Daniel P. Maki,, IN Univ. Bloomington, Dept. of Mathematics Frank K. Lester,, IN Univ. Bloomington, School of Education

  • Senior Personnel:

  • Maynard Thompson,, IN Univ. Bloomington, Dept. of Mathematics

  • Paul Kehle,, IN Univ. Bloomington, School of Education

  • F. Steven Stults,, Indiana Public Schools

  • Other Personnel:

  • Robert Trammel,, School Administrator Coordinator

  • Donna McLeish,, Curriculum/Standards Coordinator

  • John LaMaster,, Indiana Univ. Purdue Univ. Fort Wayne, Technology Coordinator

  • Mary Stults,, Adm. Coordinator, Indiana Education Network

  • Frances Jackson,, Assessment Coordinator

  • Nine PreK–12 Urban IMI Districts & their District Coordinators:

  • Anderson Community School Corporation, Lynn Black,

  • Bartholomew Consolidated School Corporation, Dale Nowlin,

  • Metropolitan School District of Decatur Township, Wes Sanders,

  • School City of East Chicago, Maria Dalhoumi,

  • Elkhart Community Schools, David Benak,

  • Fort Wayne Community Schools, Laura Daley,

  • School City of Hammond, Debi Maddox,

  • Metropolitan School District of Pike Township, Carolyn Bronson,

  • Vigo County School Corporation, Rex Ireland,



  • Long-standing collaboration of the IU-IMI Partnership

  • Began in 1995 with the creation of the IU Center for Mathematics Education, which partnered with the Indiana Education Network

  • Received $2.1 million NSF funding in 1997 to plan and successfully implement a challenging five year middle grades mathematics LSC project.

    • Mathematics reform in 53 middle schools involving over 500 teachers and 55 administrators in IMI districts
    • Alignment of adopted curriculum to Indiana 2000 academic standards
    • Promoted collegiality within and among districts
    • IMI district coordinators have met for bimonthly half-day meetings as the executive steering committee of the IMI Consortium and LSC project


  • Four distinct, yet interrelated, areas:

  • Elementary

  • (ii) Secondary

  • (iii) Administrators’ Awareness

  • (iv) Preservice Preparation

Teacher Quality, Quantity, and Diversity

  • Linked IU courses shadow upper-level mathematics courses and help pre-service secondary teachers make connections among the content of the upper-level mathematics courses, the content of secondary-school mathematics, and state and national standards for mathematics curriculum and pedagogy

  • Undergraduate education majors are provided with

    • curricular resources to help pre-service secondary teachers create lessons aligned with state and national standards.
    • opportunities to connect with experienced IU-IMIP district teachers to support their career choice and increase job placement

Teacher Quality, Quantity, and Diversity

  • Connections created among existing IU minority-teacher recruitment programs and non-traditional teacher-certification programs

      • Coordination with the IU Groups Student Support Services (Criteria for participation include: being the first member in their family to attend college, students with limited financial means, and disabled students from all racial and economic backgrounds.)
      • IU Advance College Project - cooperative program between Indiana University and selected high schools
      • Elementary Certification Graduate Program designed to meet the needs of people changing to teaching careers, or who following undergraduate degree attainment decide to pursue teacher certification.
      • Student Teacher Fair

Challenging Courses and Curricula

  • Learner–Centered Classroom Environment

  • Elementary: teachers pilot Everyday Mathematics (EM) curriculum

  • Secondary: all teachers required to implement at least 3 lessons and/or projects that feature mathematical modeling and are standards-aligned.

  • Standards Alignment

  • Summer and academic year workshops increase teachers’ understanding among the IMI district math teachers of NCTM’s Principles and Standards (2000), of their relevance for Indiana math standards and of the reform vision of mathematics education.

Evidence-Based Design and Outcomes

  • Has the IMI project developed a cadre of elementary school teachers to effectively pilot Everyday Mathematics materials and serve as mathematics leaders in their districts?

  • Has the IMI project improved targeted secondary teachers’ understanding of mathematics as a connected set of ideas and a language for investigating the real world, with a special focus on modeling as an element of the high school curriculum?

  • Has the IMI project increased administrators’ understanding of standards, awareness of ways to support teachers, and understanding of how the initiative can assist them in complying with Public Law 221?

  • Has the IMI project improved student achievement in mathematics and narrowed student achievement gaps in mathematics?

  • Has the IMI project strengthened the mathematics content course component of the university’s teacher preparations programs?

  • Has the IMI project improved the preparedness of pre-service teachers to teach standards-based mathematics curricula?

Institutional change

  • IU linked courses for pre-service secondary teachers formalized and expanded. Enhanced mathematics content for pre-service elementary teachers (expanded from 7 to 9 credits).

  • Administrator Awareness Sessions focus on the connection between standards-based classroom instruction and administrators’ responsibility to comply with Indiana Public Law 221. Objectives of these sessions are:

    • to assist administrators in developing plans and strategies for implementation of the best possible mathematics program in their buildings,
    • learn how to support their teachers in mathematics reform and
    • learn how to evaluate curricular offerings and teaching methods.
  • Elementary Leadership Cadre

    • pilot the Everyday Mathematics (EM) curriculum and submit weekly learning logs to journal their implementation the first year and receive advice from an EM consultant (Log Reader) to sustain the impact of face-to-face workshops.
    • serve as mentors to novice teachers in the following year and submit assessment reflections after each unit.
    • comprise approximately 15% of all math teachers in the project’s schools.

Institutional change

  • The Select Leadership Cadre

    • consists of one 2nd and one 5th grade pilot teacher from each IU-IMIP district (18 Cohort I teachers)
    • made 2-day visits to exemplary schools in Michigan. Teachers gained first-hand experiences as to “what is my role as a teacher-leader?” and “what are the characteristics of an exemplary mathematics classroom?”
    • will conduct 4 workshops within their school districts to share the information learned during the visitations to Michigan schools with the other teachers from their buildings who were involved in cohort I of the IU-IMIP project.
  • A project-wide electronic community is sustained through the IMI Forum, a web-based discussion board hosted and moderated by the project.

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