Representational Connections in Algebraic Reasoning

A Teacher Quality Project at the University of Texas at Arlington

The Department of Mathematics at the University of Texas at Arlington has received funding from the Texas Higher Education Coordinating Board to provide professional development for teachers of grades 4-12 mathematics through the 2016-2017 Teacher Quality program. The program funds two cohorts of mathematics teachers: grades 4-8 and high school. Participants in this project earn up to 9 hours of graduate credit (3 courses). For the 4-8 mathematics cohort, courses are in K-8 Mathematics Education which can be applied to UTA's Master of Education program in Curriculum and Instruction. For the high school cohort, courses are offered in the M.A. Program in Mathematics and can be applied to the M.A. degree.

For further general information on program offerings and participant benefits and responsibilities click here for 4-8 Mathematics Education or click here for High School Mathematics Education. Further information on applying to the UTA Graduate School can also be found at http://www.uta.edu/admissions/graduate.

A group of 20 teachers began participation in mid-2016. Funding has recently opened for a second group of teachers to begin in January 2017.

January 2017 Cohort:

Applications for spring 2017 support are due at midnight November 27, 2016 for both the high school cohort and the grades 4-8 cohort. Offers of support will be made via e-mail that week, and must be accepted by December 3, 2016.

Support only applies to participants taking the spring/summer 2017 on-campus TQ program courses (MATH 5346 for high school teachers, MATH 5376 and 5377 for grades 4-8 teachers), and may not be transferred to any other program. Applicants must be instructors of record for at least one class of grades 4-12 mathematics. In addition, admission to graduate studies generally requires an undergraduate GPA near or above 3.0/4.0.

Applications:

Applying to participate in this funded program requires three actions prior to the application deadline:
  1. Completing an online application form. Click here for the Grades 4-8 Cohort Application, or Click here for the High School Cohort Application.
  2. Completing this signature form (2 pages), which requires the signatures of both applicant and applicant's principal, sending a copy to the Project Director, Dr. Christopher Kribs (by fax at 817-272-5802 or by e-mail to tq@mathed.uta.edu), and presenting the original to one of the project directors at the orientation meeting.
  3. For AISD or FWISD teachers, filing a Letter of Intent with our liaison in the applicant's ISD mathematics department and, for AISD teachers, the AISD Title I office.
Applications will not be considered until all these first three components are complete.

IMPORTANT: Applicants who are offered, and accept, support through our TQ grant will then be responsible for timely completion (by December 20, 2016) of an application to the UTA Graduate School, which includes having transcripts of prior university work sent directly to UTA from the institution(s) where the work was performed. The application for admission to the UTA Graduate School is completely separate and independent of applying for grant funding. Selected applicants must be successfully admitted as graduate students at UTA in order to participate in program activities. Selection for TQ support does not guarantee admission to the UTA Graduate School, and is contingent upon successful admission and registration. We suggest you wait to pay the application fee to the graduate school until you have received and accepted an offer of support through the TQ grant.
NOTE: Applicants must apply for admission either as a degree-seeking candidate or as a non-degree-seeking "special student" in mathematics. The 4-8 cohort should choose between degree-seeking for the M.Ed. in Curriculum and Instruction, "open option" with a concentration in K-8 mathematics education, or a non-degree-seeking student in mathematics, with a concentration in K-8 mathematics education. The high school cohort should choose between degree-seeking for the M.A. in Mathematics or a non-degree-seeking student in mathematics, with a concentration in secondary mathematics education.

In accordance with funding guidelines, preference in selecting TQ applicants will be given to:

Project objectives:

(1) Teachers will demonstrate growth in representational fluency.
(2) Teachers will better design, implement, and communicate with peers lessons (including appropriate assessment) centered on students' articulation and discussion of their own mathematical ideas and thinking.
(3) Teachers will know more deeply the mathematics underlying concepts of unit through focus on the role of unit in number and operation, and algebraic reasoning.
(4) Teachers will demonstrate growth in the ability to identify, use, and analyze their own, and their students', mathematical ideas and conceptions related to units.
(5) Teachers will better use representations of units to facilitate students’ understanding of mathematics content.
(6) Teachers will better use mathematics education research literature to identify instructional strategies for meeting the needs of a diverse group of learners.
(7) (K-8 cohort) Teachers will demonstrate growth in understanding models for addition, subtraction, multiplication, and division of rational numbers.
(8) (K-8 cohort) Teachers will demonstrate growth in selecting and using models for addition, subtraction, multiplication, and division of rational numbers to enhance students' understanding of the concepts.
(9) (Secondary cohort) Teachers will demonstrate growth in understanding quadratic functions and their connections to quadratic equations through multiple representations.
(10) (Secondary cohort) Teachers will demonstrate growth in using instructional technology to enhance the mathematics content for students.
(11) (Secondary cohort) Teachers will demonstrate growth in developing "ordinary" mathematical exercises into rich problem-solving tasks.


For further information please send e-mail to tq@mathed.uta.edu, or phone Dr. Christopher Kribs (2016-2017 TQ Project Director, 817-272-5513), Dr. Kathryn Rhoads (Project co-Director, 817-272-0343) or Dr. Theresa Jorgensen (Project co-Director, 817-272-1321).


Past Cohorts

2006-2007: 22 teachers from Arlington ISD and Fort Worth ISD participated in the project during the 2006-2007 year. Six participants completed the six-course program in 2007. Teachers in this cohort made 11 presentations at CAMT 2007 (click here for the schedule).

2007-2008: Ten new participants joined the project for the 2007-2008 project year (June 2007 through May 2008), with ten others returning from the previous year. The latter group completed the six-course program in May 2008. This cohort gave 10 presentations at CAMT 2008 (click here for the schedule).

2008-2009: The 2008-09 cohort included ten returning participants as well as twelve new ones, with teachers from Arlington, Fort Worth, Mansfield, and HEB ISDs. Returning participants completed the six-course program in May 2009. The teachers in this cohort made 11 presentations at CAMT 2009 in Houston (click here for the schedule).

2009-2010: The 2009-2010 cohort included eight returning participants as well as fifteen new ones. Coursework began in August 2009 and ran through late June 2010. Participants made 14 presentations at CAMT 2010 in San Antonio (click here for the schedule).

2010-2011: The 2010-2011 cohort included thirteen returning participants as well as seven new ones. Coursework ran from August 2010 through June 2011. Participants made 11 presentations at CAMT 2011 in Grapevine (click here for the schedule).

2009-2011 MSTTPA Cohort: A separate grant, also funded by THECB, supported a cohort of 23 FWISD elementary math coaches to complete the program in K-8 mathematics education during the 2009-2010 and 2010-2011 school years, under the auspices of the UT Arlington Mathematics Teacher Preparation Academy. This academy was funded by the MSTTPA program, a sister program to TQ.

2011-2012: The 2011-2012 cohort included eight returning participants as well as 14 new ones. Coursework ran from August 2011 through June 2012. The 2011-2012 cohort also included nine returning participants who had already completed the six-course graduate program in K-8 mathematics education. These participants engaged in a year-long seminar focused on Teacher Questioning in Mathematics.

2012-2013: The 2012-2013 cohort included 13 returning participants as well as 10 new ones. Coursework ran from August 2012 through June 2013.

2013-2014: The 2013-2014 cohort included 6 returning participants as well as 12 new ones. Coursework ran from August 2013 through June 2014.


Last updated November 7, 2016