The Wisconsin Mathematics Council presents:

Connecting Mathematics with Children's Literature (Thursday Feb. 7)
PowerPoint Slides (pdf)
List of Children's Literature Books in presentation (pdf)
Additional List of Children's Book (Coming Soon)

Connecting Mathematics with Literacy Strategies (Friday Feb 8)
PowerPoint Slides (pdf)
Blank Templates
Frayer Model (doc)
Concept of Definition (doc)
Anticipation Guide (doc)
GIST Strategy (doc)
Compare and Contrast (doc)
Word Knowledge Rating (doc)

Click Here for the powerpoint slides

Click Here for the bibliography of children's books

Websites:

http://www.mathcats.com/grownupcats/ideabankmathandliterature.html

http://childrenspicturebooks.info/articles/picture_books_for_math.htm

http://wweconference.com/

The Mathematics and Literature Connection
Maggie Lee McHugh, author of Ka’ Garden & Jennifer Kosiak, UW-La
Explore hands-on activities linked to numerous picture books that can be used in the K-5 mathematics classroom. Participants will also explore multicultural connections through the use of a new bilingual children's book that integrates Hmong culture and mathematics.

Click Here for the powerpoint slides

Activity Links: Shape Poem and Hmong Flower Cloth

Click the book cover for more information on Ka's Garden Ka Lub Vaj

Wisconsin State Reading Association Presentation

Feb. 4, 2011

Growing the Connection between Mathematics and Best-Practice Reading and Writing Strategies

As part of the Wisconsin Teacher Quality Intiative Grant (#09-0531), this project is focused on applying best-pratctice literacy strategies into the classroom. You will find examples and blank templates of some of the teacher-generated materials associated with this project at the following link.

For the Power Point Slides from the WSRA Convention: PDF

For the WSRA Handout: PDF

AMTE Annual Conference

January 29, 2011

Using Podcasts to Examine Elementary Pre-service Teachers' Mathematics Knowledge for Teaching
- Kosiak & Mathison

Current efforts in mathematics education have sought to categorize
specialized knowledge for teaching. In this session, we report on a
project that utilized podcasts as a method for collecting, analyzing, and
describing elementary teacher candidates’ mathematics knowledge for
teaching.

Click here for the powerpoint slides.

Click here for the draft of the podcast rubric.

Project NExT - Jan. 6, 2011

Formative Assessment

The primary goal of formative assessment is to better understand your students' learning and so to improve your teaching. This type of assessment can be used for learning rather than soley on learning.

For the Project NExt presenation click here.

Additional Resources:

Angelo, Thomas A. and K. Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers

Keeley, Page D., 2008, Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning

Field-tested Learning Assessment Guide: http://www.flaguide.org/

NTLF Classroom Assessments: http://www.ntlf.com/html/lib/bib/assess.htm

Integrating Mathematics with Reading and Writing

As part of the Wisconsin Teacher Quality Intiative Grant (#09-0531), this project is focused on applying best-pratctice literacy strategies into the classroom. You will find examples and blank templates of some of the teacher-generated materials associated with this project at the following link.

MATHCAST PROJECT

MathCAST seeks to extend the prior work of the IIURL to create and pilot technology-enhanced materials that will serve as a vehicle for improving the mathematics preparedness of students in grades 9-14. MathCAST will achieve these outcomes through a series of three interconnected phases – alignment, development, and implementation. Each partner brings the capacity and expertise to understanding the extent and causes of poor academic achievement in math at all levels in order to develop technology enhanced materials to close the mathematics achievement gap. Click here for more information.

Reflections of Student Learning

Join us for a collegial discussion to share and reflect upon ways to improve student learning, especially for students of color, students with disabilities, or students who may need prerequisite knowledge. Click here for more information.

Thursday, April 23, 2009
Session I: 2:00 –  4:00 pm Panel Discussion
Session II: 4:15 – 5:45 pm Working Group Session
Place: 331 Cartwright Center

Seminars on Teaching Mathematics
● Teaching innovations ● Current issues ● Professional opportunities ● Networking ●

These monthly seminars will be held during the academic year on topics likely to be of interest to future mathematics teachers (at any level – elementary, middle, or high school). The purpose of these seminars is to provide a forum for discussion of issues relevant to future mathematics teachers.

Click Here for a detailed schedule.

Creating Culturally Responsive Learning Objects for Mathematics: A Collaborative Approach :The UW System Institute for Innovation in Undergraduate Research and Learning (IIURL) seeks to extend its previous work – faculty-student team development of math learning objects (LOs) – to determine what modifications are needed to develop more culturally responsive LOs. These materials will be modified by incorporating logic, language, and scaffolding interventions that focus on an understanding of cultural differences, diverse learning styles, and background knowledge. The modified LOs can be used to prepare cohorts of students from underrepresented groups who struggle to learn or recall math concepts needed to succeed in traditional coursework, teacher licensure exams, remedial math classes, and other venues. This project combines technological advances and faculty expertise to close the math achievement gap.

PRAXIS Wisconsin Project: The PRAXIS Wisconsin Project is a technology-enhanced professional development program funded by the University of Wisconsin System’s Institute for Innovations in Undergraduate Research and Learning.  The primary purpose of this program was to involve mathematics faculty and preservice elementary and secondary teachers as designers of digital learning objects for mathematics.

Click Here to learn more about the project.

Authors:
Jennifer Kosiak, University of Wisconsin - La Crosse, USA
Rebecca LeDocq, University of Wisconsin - La Crosse, USA
Abstract:
Preservice teachers have little preparation in teaching their subject matter with technology and examining how their future students will learn from technology. This paper describes the PRAXIS Wisconsin Project in which preservice elementary and secondary teachers, along with mathematics faculty mentors, created digital learning objects. This extra-curricular project focused on guiding preservice teachers in connecting their mathematics knowledge for teaching with technology. Exit-surveys were evaluated using the Technological Pedagogical Content Knowledge (TPCK) analytical framework developed by Mishra and Koehler. Results revealed that the learning object design process did support the connection among mathematics content, pedagogy, and technology for preservice participants.

Click Here for PowerPoints, Links to Learning Objects, and Preservice Teachers' Concluding Remarks.

Onalaska Professional Development

Monday, August 13. 8:00 AM to 3:30 PM. Location: OHS Board Room. Drs. Jennifer Kosiak and Jon Hasenbank, UW-L math instructors will spend the morning helping teachers become better instructors of math for lower ability learners and the afternoon sharing ideas how to meet the need of the higher ability learners. Participants can choose to attend either the AM or PM session or both.

Click Here for PD Materials.

Professional Development Partnership
for Improving Understanding in Algebra

Jon F. Hasenbank, Ph.D
Jennifer Kosiak, Ph.D

Summer Workshop: Aug 6 - 10.

Teachers from grades 7-12 are invited to complete a year-long professional development program funded by WITQ Grant #07-0711. The goals of the program are: To introduce teachers to research on teaching for understanding; to help teachers improve their own understanding of algebra; and to provide tools that can lead students to deeper understanding of mathematics.

Click Here for More Information.