Collaborations with the Springfield and Brockton Public Schools for mathematics advancement.
This Massachusetts Math and Science Partnership grant identifies a collaboration between the West Springfield, Holyoke and Easthampton Public School systems and Lesley University. This project will provide content courses focused on fraction as number, fraction as ratio, and ratio and proportional reasoning. Teachers will develop a deep understanding of rational numbers and strategies that will help their students better understand the importance of identifying the whole when discussing fractions as number. The number line and area models will be used in addition to the familiar pattern block representations. Participants will develop a deep understanding of the difference between a continuous model when working with fraction as number versus the discrete models when working with ratios. They will move forward in their knowledge of the importance of multiplicative thinking versus additive thinking. They will be grounded in the appropriate representations to use when dealing with continuous versus discrete representations on the number line, with tape diagrams, and on the Cartesian coordinate plane.
An emphasis will be placed on the use of accurate models when working on computations such as why the computational algorithms for adding, subtracting, multiplying, and dividing fractions work and how they might be represented using arrays, pattern blocks, Cuisenaire rods, and the Cartesian coordinate plane. Identifying the 'whole' will be stressed as the size of the whole is crucial when thinking about parts to the whole.
The partnership will work with WGBH in videotaping classrooms that model excellence in teaching and learning.
The goals of this project are to raise the level of proficiency in math content knowledge and effective teaching strategies for teachers in these school systems, and that students in these districts experience interactive mathematics that are aligned to state standards, learn to become reflective learners, and can assess their own progress along the learning progression set for them and their grade level.The project combines the education of mathematics content courses aligned to the Massachusetts Frameworks with the development of District Determined Measures (DDMs) that track student growth in real-time while also providing responses to the growth with appropriate challenges and interventions. Professional day workshops will be given as well, according to identified needs for each system.
This Massachusetts Math and Science Partnership grant identifies a collaboration between the Springfield and Easthampton Public School systems and Lesley University. Lesley will provide professional development to teachers in four middle schools to develop and pilot District Determined Measures (DDMs) to pilot in 2014-2015. The grant will also provide mathematics content courses and in-classroom coaching for participating teachers. This program focuses on upper elementary and middle school teachers in grades 5 – 8 in four middle schools. Lesley will teach nine mathematics content courses taught in either Springfield or Easthampton. Each course, developed specifically to align with the new Mass State Frameworks, will delve deeply into the mathematics teachers are expected to teach, will emphasize the eight key mathematical practices being modeled to help teachers understand what they actually mean, and how they might seamlessly integrate them into their practice.The focus of the project is to increase teacher content knowledge and to help them make mathematics meaningful for all students and improve student achievement. By including a coaching component, the project will support teachers as they work toward changing their practice to include the mathematical practices, select challenging problems and tasks, and include effective formative assessment strategies in all their classes. The combination of course work, DDM development, and coaching aims to deepen participants’ mathematics content knowledge; enable participants to incorporate the mathematical practices in their instruction and adopt them as habits for both themselves and their students; support participants in their classrooms as they strive to improve their practice; enable teachers to actually provide new opportunities for students to learn the new STEM content; and ultimately, to improve student achievement.
Through a Massachusetts
Math and Science Partnership grant, the Springfield Public School system collaborated with Lesley University to implement a systemic change
program for all grade 5 - 8 middle school teachers of mathematics. Lesley University offered nine
graduate level mathematics courses in the city of Springfield.Students
whose teachers participated in the partnership in prior years are
showing improved mathematics scores four years after they were in
classes with teachers who completed the math content courses. This
sustained student achievement over time is statistically significant and
testifies to the quality of the partnership and success of the
participating teachers to impart what they learned in their math content
courses to their students. In response to Springfield highlighting the
needs of English Acquisition Learners, Lesley made a commitment to
incorporating strategies for teaching students who are non-native
English speakers in all its courses and programs.
This program, funded through a
Massachusetts Math and Science Partnership grant, was designed to focus on the
mathematics of science in a compelling, synergistic program comprised of
inquiry science laboratories and problem solving mathematics.Participating
middle school and elementary school teachers engaged in working
through the necessary mathematics as they investigated particular
disciplines of inquiry-based science with faculty from the Science and
Mathematics disciplines in the Divisions of STEM and Natural Science and
Mathematics at Lesley University. Program offerings will include a
variety of graduate level mathematics of science courses.
Center for Mathematics Achievement
Mathematics Master's and Certificate Programs
All PreK-12 Programs
Initial Licensure Programs
Professional Licensure and Non-Licensure Programs
School-Based Teacher Residency Programs
Center for Reading Recovery and Literacy Collaborative
Center for Special Education
Field Placement/Student Teaching
New Teacher Community
Graduate School of Education
About the School
Alumni in the News
Examining Race: Resources
Dr. Anne M. Collins, Director 617.349.8853
Steve Yurek, Associate Director 617.349.8938
Dr Hilary Kreisberg, Program Coordinator 617.349.8344
District-based courses for math professional development this summer for graduate credits or PDPs. See PDFs below for more information.
Calculus - Weymouth/Brockton