This week, a Milwaukee school district is working to revive successful math instruction methods from a decade ago. Joe Hong’s recent story dives into this initiative. Our conversation has been lightly edited for length and clarity.
A group of teachers in Milwaukee is returning to math strategies from 2004-2014, known as the “golden years of math instruction.” What made this period unique?
The success was due to a two-pronged accountability structure. University professors, district administrators, teacher leaders, and classroom teachers collaborated to bridge educators’ needs with the latest research in math pedagogy. Additionally, university professors oversaw $20 million in funding, ensuring it was used solely for math instruction improvements.
The partnership with the University of Wisconsin-Milwaukee was crucial. With that partnership gone, how are educators keeping the “golden years” alive?
DeAnn Huinker, the University of Wisconsin professor who led the partnership, continues to run teacher trainings. Some early 2000s teachers now hold leadership roles in the district, helping to maintain the initiative, albeit on a smaller scale.
A first-grade teacher expressed surprise at enjoying math. Do proponents of this model see benefits for teachers as well as students?
Yes, many teachers struggle with math because they aren’t comfortable with it. Milwaukee’s approach ensures teachers understand the math. As one educator said, “When teachers are learning, students are learning.”
Was there any pushback against this math instruction method?
There was some resistance. Principals and teachers often resist change due to extra work and resource allocation. Milwaukee’s conceptual focus over procedural methods also sparked debate. Some educators prefer procedural teaching, and feedback since the story’s publication has criticized the conceptual approach.
Early childhood teachers often avoid difficult math by teaching younger grades. Does the training target early elementary educators to change their approach to math?
Milwaukee Public Schools have focused on early childhood educators recently. Many of these teachers entered elementary teaching to avoid math but are rethinking their skills through training, learning to use their expertise in child development and classroom management to engage young learners.
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