18 April, 2014
Volume 19 No. 16
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In This Issue

Critical Issues in Mathematics Education 2014

Butler-Cooley Excellence in Teaching Award

MPI Essay Series


Online PD

Orientation Sessions

Problem Based Learning Courses

Graduate Credit:
Mathematics Teaching and Learning Certificate

Master's Degree


Critical Issues in Mathematics Education 2014


What mathematics should teachers know?

How should they come to know this mathematics?

In California late last month, the Mathematical Sciences Research Institute (MSRI) convened a three-day workshop to consider these questions. "Critical Issues in Mathematics Education 2014: The role of the mathematics department in the mathematical preparation of teachers" brought together professors, teachers, and leaders such as

  • Deborah Ball, University of Michigan
  • Hyman Bass, University of Michigan
  • Gail Burrill, Michigan State University
  • Joan Ferrini-Mundy, National Science Foundation (NSF)
  • Linda Gojak, National Council of Teachers of Mathematics (NCTM)
  • Stefanie Hassan, Little Lake (CA) School District
  • Allison Krasnow, Berkeley Unified School District
  • Andrea LaGala Lamb, Waltham (MA) Public Schools
  • W. Gary Martin, Auburn University
  • William McCallum, University of Arizona
  • Breedeen Murray, The Bay School of San Francisco
  • Darryl Yong, Harvey Mudd College

Video of all 11 plenaries and a half-dozen other sessions from the workshop recently came online:


Click the square blue flimstrip icons to freely watch uncut clips — complete with presentation slides and audience participation — of sessions that include

  • The signal and the noise and changing teacher preparations
  • What faculty in mathematics should know about the Common Core State Standards for Mathematics (CCSS-M)
  • Listening to our graduates: Panel of math teachers at various levels
  • Recommendations of the Mathematical Education of Teachers II (MET-II)
  • National perspectives on mathematical teacher education and preparation
  • Attending to diversity and equity in the recruitment and preparation of K-12 teachers of mathematics

PoW taking place: math problem-solving moment of the week

"Justin K. from Birch Wathen Lenox School solved the original problem and the Extra using algebra. I think it's neat that he made a table — that was a popular way to approach the Extra, and similar to how Mason started out looking for patterns."
- Max, commenting on the Algebra PoW's Latest Solution

Butler-Cooley Excellence in Teaching Award


The Turnaround Management Association (TMA) recognizes outstanding elementary and secondary grade teachers with the Butler-Cooley Excellence in Teaching Award.

Now entering its tenth year, this program has honored those "who have demonstrated their capacity to change the outcome of students' lives and the communities where they teach." It awards two teachers $5,000 cash prizes, plus travel and lodging expenses to TMA's Annual Convention, taking place 29 September - 1 October in Toronto.

The Butler-Cooley Excellence in Teaching Award program, made possible through the John William Butler Foundation, is open to currently licensed, active teachers employed by accredited schools for at least five years. Download the entry form and apply by the Thursday, 1 May deadline:


Now taking place: math education conversation of the day

"Then consider that a warmup. Now for the 3D version ... I haven't tried it — it looks formidable."
- quasi, posted to the sci.math discussion

MPI Essay Series


Earlier this week, the Mathematical Practice Institute (MPI) kicked off a new essay series — and yesterday, it posted its first free download.

"Perseverance: Salvaging the Germ of an Idea," recounts an investigation into the exact value for the sine of 15°, as conducted by a group of high school teachers:


We first featured MPI's blog when it launched three months ago. Check back weekly for more essays that show how mathematical practice can be used in high school:



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