The UC Davis Mathematics Project is perfectly situated to assist
schools in meeting staff development needs in the area of
mathematics. All UCDMP programs are standards-based and focus on
mathematics achievement for all students.
We have teachers/consultants able to provide ongoing,
research-based professional development programs in mathematics
for teachers in grades K-12. These programs are designed to meet
needs specified by schools. Schools and districts can access many
funding sources to support math professional development,
including II/USP, High Priority School grants and No Child Left
Behind.
What We Do
We tailor our programs to meet individual school/district needs
and can address:
Standards-based instruction
Universal access
Supporting textbook adoption
Using state-adopted instructional materials
Effective assessment and intervention
Deepening teachers’ knowledge of mathematics content
Leadership development in mathematics
Connecting and interweaving the strands of mathematics
Developing and implementing a school-based plan for
mathematics reform
Developing problem solving and mathematical reasoning skills
The development of algebraic thinking and reasoning
Using technology to support mathematics instruction.
Our Programs &
Services
UC Davis Math Project offers a series of Saturday workshops and
holds intensive week-long institutes in the summer.
School-Year Activities
Each year UCDMP offers a series of Saturday workshops designed to
support effective mathematics instruction. These sessions provide
opportunities for K-12 teachers to explore new topics and
strategies, showcase ideas and best practices in teaching
mathematics, and network with teachers throughout the area.
In addition to these open Saturday sessions, UCDMP offers a
variety of professional development opportunities for sites and
districts. UCDMP teachers/consultants can provide individual
classroom coaching, facilitate planning sessions, promote
leadership development, and design workshop sessions to meet
specific needs and time constraints.
Summer Activities
Each summer, UCDMP holds intensive week-long institutes focused
on a specific content area or topic. Recent offerings include
“The Development of Algebraic and Reasoning” (grades K-6 and
4-7), “The Development of Algebra and Algebraic Reasoning”
(grades 8-12), “Fractions, Ratios, and Proportional Reasoning”
(grades 4-7), “Coaching and Mentoring Teachers of Mathematics”
(grades K-12), and “Learning to Lead in Mathematics” (grades
K-12).
These institutes provide opportunities for teachers from
different school districts and different grade levels to meet and
work together on areas of common concern. Institute sessions are
led by mathematics professors and/or experienced
teachers/consultants and actively engage participants in
deepening both their mathematical and pedagogical content
knowledge.
The Vision of the Common Core: Changing Beliefs, Transforming
Practice
A Saturday Series for K-12 Mathematics Educators
In Spring 2015 California students will face the Smarter Balanced
Assessments based on the Common Core State Standards. The
vision for mathematical proficiency outlined in the CCSS will
require changing beliefs about what K-12 mathematics is, then
transforming practice to bring that vision to life in our
classrooms. Over the next two years we will continue to explore
the Standards for Mathematical Practice, examining strategies and
techniques that allow us to implement these standards as a daily
part of classroom instruction. We will also take a more focused
look at the Standards for Mathematical Content with the goal of
understanding what each standard is asking students to know and
be able to do, and then planning ways to teach and assess those
standards. To better meet the needs of all teachers, following
our opening session on September 15, we will be offering separate
elementary and secondary sessions.
Julie Orosco is the Co-director of the UC Davis Mathematics
Project and a PhD student in Mathematics Education. Her research
is focused on teacher learning through professional development
as well as the opportunities students, especially English
learners, have to engage in mathematical conversation and how
they engage in those opportunities.
