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SJSU's Math Integrated Teacher Education Program Vision, Brand, and Goals
Funded by a National Science Foundation Noyce Track I Grant, SJSU's Math ITEP seeks to develop the next generation of middle school and high school mathematics teachers that possess
skillful integrated instructional practices; and
the ability to develop and implement math lessons that employ performance tasks that are math literacy-driven and culturally relevant with and without a social justice focus.
Our program, which is also designed to support high need schools and school districts, seeks to advance our knowledge and understanding of how to prepare relevant teachers who possess the mindset, skills, and knowledge to create and support high-impact inclusive math classrooms. We intend to accomplish this objective by
providing a subject matter-driven and integrated-by-design curriculum that explicitly attends to the needs of both typically developing middle school and high school students and students that have mild to moderate needs.
Currently, approaches to teacher preparation - building an equity mindset, implementing culturally relevant content, pedagogy, and teaching, developing mathematical literacy, and supporting inclusive classrooms - are pursued in credential programs across the nation in silos. Hence, our project goal is to
transform a traditional teacher credential program into a subject matter-driven integrated program in which prospective middle school and high school mathematics teachers simultaneously undertake mathematics content and mathematics specific pedagogy while also learning evidence-based intervention strategies for both typically developing students and students with mild to moderate disabilities.
Our Noyce funded project is among the first in the nation and in the California State University system that seeks to revolutionize mathematics teaching and learning in high need urban schools given our emphasis on integrated and relevant content knowledge for teaching mathematics.
Culturally Relevant/Social Justice Visual Framework for Developing Mathematical Performance Tasks
(Adapted from Connie North, 2008)
Recommended first phase of math lessons
A lesson that connects genuine math content to a legitimate real-world example that students can understand (fact based).
The lesson includes students deciding what is an optimal strategy or coming to some conclusion based on the data/function.
Then a discussion about whether all people could access the optimal choice. Do different groups of people differ in their access to the optimal choice? Is that fair? If not, what could be done to make it fair? Can the math help us create a better approach that is equitable?
Sample Social Justice Driven Math Performance Assessment Lesson Involving Linear Functions and Linear Regressions (Developed by Ferdie Rivera)
Wolfram's Computer Based Mathematics Tasks
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