Blog

|Blog

Save the Date: 2020 Summer Institute

The University of Illinois at Chicago will be offering a summer institute through MCMI for teachers and administrators focused on Engineering Effective Mathematics Classrooms.

WHO should attend: Teachers of mathematics and administrators of grades K–12

Teachers will work in grade-band groups on core issues of mathematics teaching.

Teachers can also select breakout sessions based on their interests, contexts, and prior experience. Teachers either new to or experienced with our work are encouraged to attend.

Administrators can attend a special workshop with our featured speaker immediately following the address. Administrators interested in working with teacher groups are also welcome to do so.

WHEN/WHERE: The two-day institute will be offered on Wednesday, July 29, and Thursday, July 30, at Old Quarry Middle School, Lemont, Illinois. Skip Fennell, Professor Emeritus at McDaniel College and Director of the Elementary Mathematics Specialists & Teacher Leaders Project, will be the featured speaker on Wednesday. Additional information about other speakers will follow.

MORE INFORMATION: For more detailed information, please contact Jean Goldrich at sutow@uic.edu. Registration will be available in April.

2020-03-09T13:27:49-05:00 March 9th, 2020|Blog|

Reserve spots now for our special session with Jennifer Bay-Williams

Limited space is still available to all teacher leaders and administrators interested in participating in our upcoming Teacher Leadership Academy Session: Becoming Fluent with Teaching and Assessing Math Fact Fluency.

Join us on Friday, March 6 from 8:30am–3:30pm at District 218 Academy for a day of PD led by Dr. Jennifer Bay Williams.

We can do better than we have traditionally done to ensure every child learns and retains their basic facts while also developing a positive math identity! Grounded in 5 fundamentals that can make this a reality, participants will explore many instructional strategies, reasoning strategies, games and activities along with a collection of effective assessment strategies, intended to replace ineffective timed tests. As we explore these ideas ourselves, participants will consider how to support teachers and schools in transforming their fact fluency plans.

Jennifer Bay-Williams is a national leader in mathematics education, working internationally with teachers and leaders. Jennifer is a professor of mathematics education at the University of Louisville (Kentucky). She currently serves on the TODOS Board of Directors and has served on the NCTM board and the Association of Mathematics Teacher Educators (AMTE). She has authored 18 books, dozens of NCTM journal articles and many book chapters focused on effective mathematics teaching. Her recent books include: Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention (2019); Everything you Need for Mathematics Coaching, K–12 (2018); Elementary and Middle School Mathematics: Teaching Developmentally (10th edition, 2019); Teaching Student Centered Mathematics (3-book series, 3rd edition — 2018); and On the Money (NCTM math & financial literacy 3-book series, K–12). 

Registration is free for participants in our PD Consortium and $200/ticket for all other orders.

Register online by March 1, 2020: https://www.eventbrite.com/e/teacher-leadership-academy-session-2-becoming-fluent-with-teaching-and-assessing-math-fact-fluency-registration-70183022309

2020-01-22T12:29:13-06:00 January 22nd, 2020|Blog|

Nominate a student in Grades 5–12 for a TODOS Student Recognition Award

TODOS: Mathematics for All will recognize up to six Chicago-area students in Grades 5-12 at a ceremony on during the 2020 National Council of Teachers of Mathematics (NCTM) Centennial Meeting and Exposition in Chicago.  Each student will receive a calculator donated by Texas Instruments and a certificate from TODOS.  Nominating teachers of award winners will receive a one-year membership/extension in TODOS and a recognition certificate.

To be eligible for TODOS Student Awards, students should be nominated by their mathematics teacher. Teachers may nominate a maximum of two students for the award.  To best serve the mission of TODOS, a student nominated for an award must be a member of an underrepresented group—in particular, Latina/o—and should meet at least ONE of the following eligibility criteria:

  1. Has demonstrated sustained success in mathematics;
  2. Has shown significant progress in mathematics achievement;
  3. Has demonstrated leadership in or out of the classroom regarding mathematics education;
  4. Has a specific “mathematics student success story” deserving of recognition (e.g., extraordinary project, overcome obstacles, etc.); or
  5. Has gone “above and beyond” in some aspect of his/her mathematics performance.

Download the application packet at http://stemed.uchicago.edu/TODOSawardapp.

All applications must be received on or before Monday, March 2, 2020.  

Contact Marty Gartzman at mgartzman@uchicago.edu if you have questions about the 2020 TODOS Student Recognition Awards.

TODOS: Mathematics for All is a professional organization that advocates for equity and excellence in mathematics education for ALL students—in particular, Latina/o students. Founded in 2003 and with over 800 members from across the country, TODOS members know that equity and excellence in mathematics matter! TODOS promotes social justice in mathematics education and provides high quality resources to help reach our mission and goals. For more information, see https://www.todos-math.org/.

2020-01-09T12:32:27-06:00 January 9th, 2020|Blog|

Congratulations to Marty Gartzman

The MCMI Team would like to congratulate Marty Gartzman on being this year’s winner of the Illinois Council of Teachers of Mathematics (ICTM) Max Beberman Mathematics Educator Award. The Beberman Award honors one outstanding person each year who has made significant contributions to the field of mathematics education through research, curriculum design, or teacher training. No one knows better than our team how deserving Marty is of this honor.

Learn more about this and other ICTM honors at www.ictm.org.

2019-10-24T13:12:24-05:00 October 24th, 2019|Blog|

Kristy Regan amongst PAEMST Award Winners

Congratulations to Kristy Regan of Hazelgreen Elementary on being awarded the Presidential Award for Excellence in Mathematics and Science Teaching! We’re so thrilled for Kristy on this well-deserved recognition of all of her hard work and contributions to math education.

You can read more about Kristy and all of the awardees at https://www.paemst.org/awardees.

2019-10-16T15:08:16-05:00 October 16th, 2019|Blog|

Becoming a Math Family Launches New App

The Becoming a Math Family website provides research-based math activities and other information for parents of young children. The website is now available as an app.

To install it on iPhone/iPad:

  1. Open the special link https://becomingamathfamilyapp.uchicago.edu in your iPhone’s safari (note that this is a DIFFERENT link from the normal website link…do not simply go to the normal Becoming a Math Family website).
  2. Tap the Share icon at the bottom of Safari.
  3. Tap the Add To Home Screen icon
  4. Tap the Add button in the upper-right corner and you are done.
  5. Go to your home screen and tap the newly added icon.

To install it on Android:

  1. Open the site in Google Chrome.
    • Chrome will likely open a popup and ask you if you want to add the app to the Home Screen.
    • If not, tap the three vertical dots at the top right corner and then select Add to Home Screen. 

2019-09-17T09:12:09-05:00 September 17th, 2019|Blog|

Visiting Program Associate – Learning Sciences Research Institute

The Learning Sciences Research Institute at the University of Illinois at Chicago is seeking Visiting Program Associates. Three part-time (50%) positions are available. The position supports the development and implementation of pre K–16 education improvement programs with a focus on mathematics improvement. Responsibilities may include curriculum and/or program development, serving as a liaison between the University and schools on program implementation, engaging in outreach activities and supporting key elements of the program. The position also engages in on-site-coaching, mentoring, collaborates with university personnel and project partners, and supports the overall goals of the projects. The position is contingent upon grant funding.

Duties:

  • Supports the development and implementation of pre K–16 mathematics education improvement programs.
  • Researches and develops educational materials for specified programs and grades.
  • Develops, reviews and revises related curriculum for specified programs and grades.
  • Supports and coaches teachers, schools and school administrators regarding mathematics educational and teaching program changes and implementations.
  • Observes and supports classroom teaching of mathematics to promote teacher reflection and learning.
  • Works with related team members, authors, editors, production personnel and publishers on the development of professional development and/or teaching materials.
  • Provides expertise, coaching and assistance to the education communities through conference and workshop presentations, individual and group sessions and through the writing and publication of related articles.
  • Designs, plans and facilitates professional development sessions.
  • Prepares related reports, findings and making recommendations for change.
  • Performs other related duties and participates in special projects as assigned.

Minimum Qualifications:

  • Requires a minimum of a Master’s Degree in a related discipline which may include Reading, Literature, Mathematics, Science, and/or Education, along with advanced knowledge of related principles and practices.
  • Prior teaching experience in mathematics and education/grade levels is required.
  • Demonstrated abilities to communicate and write for students, teachers and school administrators in the particular discipline.
  • Requires excellent communication, organization, analytical, presentation and computer/pc skills.
  • Proficiency in Microsoft Office (Word, Excel, and PowerPoint) along with other related software.

Interested candidates must complete an online application at https://jobs.uic.edu/job-board/job-details?jobID=117009&job=visiting-program-associate-learning-sciences-research-institute and include a letter of interest, resume, and three references by July 12, 2019.

The University of Illinois at Chicago is an Affirmative Action/Equal Opportunity Employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. 

The University of Illinois may conduct background checks on all job candidates upon acceptance of a contingent offer. Background checks will be performed in compliance with the Fair Credit Reporting Act.

Learning Sciences Research Institute • University of Illinois at Chicago • 1240 West Harrison, Suite 1535 • Chicago, IL 60607

312-996-2448 (phone) • 312-413-7411 (fax) • www.lsri.uic.edu

2019-06-20T15:08:27-05:00 June 20th, 2019|Blog|

Meet Our Speakers

As the MCMI team is busy planning for our 2019 Summer Institute, Access for All: Energizing Mathematical Minds, we wanted to take a moment to share a little information about some of our sessions. Learn more about our featured speakers, David Foster and Cecilio Dimas, and guest presenter Michelle Rabkin. Visit https://www.regonline.com/mcmi_summer_2019 for more information about all our session choices and to reserve your choice slot selections.
 


David Foster, Executive Director/Founder of the Silicon Valley Mathematics Initiative  
Social Justice: Equitable Access and High Expectations
Closing the mathematics achievement gap for underserved students has been a major goal of K–12 education for several decades. This presentation will share recent research from TRU math, SCALE Language Routines from Stanford University, NCSM/TODOS Social Justice Agenda, and Studies of De-tracking Policies and Data of SFUSD. Participants will engage with all these tools and studies, view videos and discuss action plans to implement back in classrooms, schools and districts.  


Cecilio Dimas, Partner and Director of Innovation & Strategy of the Silicon Valley Mathematics Initiative  
Leveraging Language in Mathematics to Open Minds & Hearts
In Leveraging Language in Mathematics to Open Minds & Hearts, participants will engage in Math Language Routines anchored in a progression of mathematics through the use of multiple performance tasks. Participants will engage in discussions to surface how the routines are effective and practical for simultaneously learning mathematical practices, content, and language. Additionally, participants will analyze the power of utilizing the relationship between language and math as a source to shift and change mindset and expand identity to include mathematics. Participants will leave with a set of routines and performance tasks, as well as guidelines about how to implement a student-driven and cognitively-guided performance task experience.  


Michelle Rabkin, Vice President of Education at the Peggy Notebaert Nature Museum  
Is it Real? Connecting Learning In-and-Out of School Through Museum-School Partnerships
Learn how to leverage local museums and their resources to create partnerships that inspire curiosity, deepen learning for all students, and build personal connections to STEM topics. This session will explore instructional strategies and museum resources that can be used to put learners at the center of culturally responsive instruction.  
Register now: https://www.regonline.com/mcmi_summer_2019  
2019-06-14T09:44:09-05:00 June 14th, 2019|Blog|

Summer Institute Spotlight

The MCMI Team is excited to welcome Michelle Rabkin, Vice President of Education at the Peggy Notebaert Nature Museum, to our 2019 Summer Institute. As the head of the Peggy Notebaert Nature Museum’s education department, she oversees programming and resources that reach 65,000 school children, 2,000 educators and hundreds of thousands of visitors each year. 

Rabkin and her team will be presenting a special session geared towards K—8 teachers, coaches, and administrators on connecting learning through museum-school partnerships.

In this session, participants will learn how to leverage local museums and their resources to create partnerships that inspire curiosity, deepen learning for all students, and build personal connections to STEM topics. This session will explore instructional strategies and museum resources that can be used to put learners at the center of culturally responsive instruction.

Sign up for Session 2.3C Is it Real? Connecting Learning in and Out of School Through Museum-School Partnerships if you’re interested in taking part in this special session as part of your Summer Institute experience. 

Register now: https://www.regonline.com/mcmi_summer_2019

2019-05-23T09:59:34-05:00 May 23rd, 2019|Blog|