Drs. Doug Clements and Julie Sarama are co-directors of the Marsico Institute of Early Learning at the Morgridge College of Education. Clements, previously a preschool and kindergarten teacher, has conducted funded research and published over 500 articles and books in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. The dynamic team sat down with a Media Planet Education and Career news reporter to give advice on how to make sure your child’s trajectory is one moving towards success.
29 Sep 2015
Dr. Richard Kitchen, Kennedy Endowed Chair and Professor in the Curriculum & Instruction program at Morgridge College of Education (MCE), aims to advance equity and diversity in education through Access in Mathematics for All (AMA), a project funded by the National Science Foundation’s Robert Noyce Teacher Scholarship Program. “The goal of the program,” says Dr. Kitchen, “is to recruit talented students of color and low-income students to come to DU to study mathematics, to encourage them to become mathematics teachers and return to their communities to serve as educators.”
Dr. Kitchen and his fellow researchers—Dr. Nicole Joseph and Dr. Alvaro Arias, also from DU, and James Gray from the Community College of Aurora (CCA)—are developing an infrastructure that will provide academic and social support for future students in AMA. The team has built relationships with CCA and Aurora Public Schools to recruit potential students through a pilot tutoring program, host math talks focused on the importance of mathematics and mathematics education, and integrate existing services at DU to better serve future AMA students.
To augment the impact of AMA, Dr. Kitchen and his team have submitted a second proposal to the Robert Noyce Teacher Scholarship Program for $1.45 million to fully fund five students in MCE’s Teacher Education Program each year for five years.
AMA addresses a critical need for science, technology, engineering, and mathematics (STEM) teachers, as identified in the National Science Foundation Authorization Act and the America COMPETES Act. The program also supports the National Science Foundation goal to “Prepare and engage a diverse STEM workforce motivated to participate at the frontiers.”
MCE’s Drs. Doug Clements and Julie Sarama, have been awarded a $3.5 million grant to study learning trajectories in early childhood mathematics instruction. Drs. Clements and Sarama, both Kennedy Endowed Chairs at the Kennedy Institute for Educational Success, have been funded through the U.S. Department of Education’s Institute of Education Sciences for their research. The project, which evaluates the effect of learning trajectories used in early childhood mathematics instruction, looks specifically at whether learning trajectories are better than other approaches in the support of young children’s learning.
Drs. Sarama and Clements will be working with colleagues Art Baroody and David Purpura, conducting research out of the Marsico Institute for Early Learning and Literacy and the Kennedy Institute. By conducting eight experiments in local schools, they will investigate the efficacy of learning trajectories. Their results will impact the ways in which learning trajectories are used across a variety of subject fields, but the implications for mathematics is particularly important. Mathematics is a strong predictor of later school success in mathematics, but also for overall school achievement, graduation, and even college entry.
According to the National Math + Science Initiative, about 44% of high school graduates are ready for success in college math and 36% are ready for college-level science. Students progressing through at least Algebra II in high school are twice as likely to complete a four-year degree when compared to those who do not progress through Algebra II. There is an increasing need for math educators who are innovative and creative leaders in the classroom and in the field of math education.
To address this need for innovative math educators, beginning in Fall 2014, the Curriculum Studies and Teaching program at the University of Denver will begin offering courses in the new math education concentration area in Curriculum & Instruction (C&I). Students completing this concentration will develop their leadership skills through a deep understanding of the role of diversity, social justice, access, and equity in math. Additionally, students will be able to demonstrate comprehension of mathematical content, the application and synthesis of theories in research-based settings, and the application of technology and project-based learning. Students will have a chance to explore and evaluate the historical research foundation of math education and the impact on current practices in the field. Moreover, through coursework, field experiences, and initial research experiences, students in the math education concentration in the Curriculum & Instruction degree program will develop a strong background in cognition and math learning stylesmath. The program will produce math educators who have a strong theoretical background in math education and who are well prepared to address relevant and pertinent local, national and international questions in math education.
The new course offerings in the math education concentration math include the history and philosophy of math, learning and teaching math, early childhood math, diversity and equity in math, foundations of learning, technology in math education, discourse in math, and elementary math. This concentration is being offered in the masters and doctoral degree programs, both EdD and PhD, in Curriculum and Instruction.
Upon completion of this concentration, students will be prepared for roles as leaders in math education in a variety of sectors such as higher education, state agencies, and non-profits. Students will be equipped to be positive change agents ready to identify and solve relevant national and international issues in math education, particularly for underrepresented student groups.
For more information, contact (303) 871-2509 (toll free at 1-800-835-1607) or email firstname.lastname@example.org.—
The STEM Crisis
Increasing the Achievement and Presence of Under-Represented Minorities in STEM Fields