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Look around and see how many hands are up. Okay. How many people think they know what
produced be. And that is not, as Joyce said, the same kind of knowledge of science and math that
people that use mathematics and science for other purposes, like doing research in those fields-- many
of you in the room do that-- or people who work in physics, or biology, or accounting, or tailoring, or
the number of fields that require mathematics, for example. But when that's all you do, you can very
easily choose contexts that are create barriers for some of your students that are not part of their
experience, that are either alienating or unfamiliar; and that, in fact, is an equity consideration that
math teachers face everyday. On behalf of the AMTE Research Committee, Laura Van Zoest
interviewed Deborah Ball on March 13, 2012, about the role of research in those types of
conversations. The goal was not simply to teach her students about permutations, but also to learn
more about their beliefs about the nature of mathematics and to develop strategies that might
enlighten those beliefs and break the cycle of simply teaching how you were taught. But Deborah
Ball has had a big influence on the national conversation about teacher quality. They can see that they
couldn't teach, because what the intern is being coached to do they wouldn't be able to do. Work
with a partner or work on your own, whatever. Knowing more about what teachers bring and what
they learn from different components of and approaches to professional preparation is one more
critical piece to the puzzle of improving the impact of mathematics teacher education on what goes
on in elementary mathematics classrooms. (p. 46). And that's a different challenge than talking to a
third grader, and it's also a kind of knowledge that teachers need. Share to Twitter Share to Facebook
Share to Pinterest. In each case, I'm going to ask you to do a straight piece of math, and then I'm
going to turn it a little bit to show you what you would have to do with that same piece of
mathematics if what you were going to do is teach it. So you might ask, well, what does any of that
have to do then with the famous phrase, pedagogical content knowledge. What does a teacher need
to know about math in order to teach other people math. It was around 1980. She'd been working as
an elementary school teacher in East Lansing, Michigan for about five years. But what we're really
interested in is improving the quality of teaching and learning in mathematics and science. I mean, we
were interested in whether content knowledge would predict it, but there are lots of other things that
predict student gains. And let me try to say why we think about it the way we do. Most of those,
however, are quite useless in trying to define terms at the fourth grade level. The good, the bad, the
long, the short—it’s all here. So both are important: it's important to have a lot of math background
relevant to teaching AND it's important to know how to manage a classroom. On one hand, we
know very well this legislation, No Child Left Behind. And I chose these two graphics on purpose to
highlight the situation in which we we find ourselves currently. My own history in trying to learn
those subjects and to learn them for teaching, which is the topic of my talk today, is what animates
my current work. So this gives you some taste of the difference between what I showed you a
moment ago, which is doing that, and doing the mathematical thinking you might have if you were
teaching it. Either you say, I'll use something approximate and then, inadvertently, you say things
that are hugely inaccurate and cause confusion for students, or you're at a loss for how do you
mediate between your own rigorous knowledge and what terms are available to students at that level
that permit you to construct a mathematically precise but useable definition. We know we aren't there
yet as a society, but there is that sort of knowledge you might talk about. For example, you're sitting
at home grading papers. Again, I'll try to keep reminding you throughout my remarks that I'm not
talking about approaches to instruction; I'm talking about how you have to think mathematically if
what you do is teach it. You may have seen the video of a beginning teacher being coached in how to
do guided reading in an elementary class.
If you are only multiplying to get the answer every time, permutations could appear to be very easy.
By selecting permutations as the topic, Ball hoped to expose these introductory teachers to a topic
they'd never studied formally. And that's probably even more important, and gives some hope to
why investing in questions of teacher content knowledge may address not just the general problems
of achievement in this country, but the enormous discrepancies and disparities in kids' opportunities
to learn. You might be able to spend a little time trying to figure out what in the world produced
1,485. It's a lot more than something to just say, oh, yes, and teachers need to know their subject.
Ball, D. L. (1988). Unlearning to teach mathematics. But that point about the difference between
doing it and being able to think about it from the perspective of someone learning is different. Her
life’s vocation serves as a powerful witness for the ACE community.”. This phrase sounds kind of
like everyday language, and anybody might use it, but I and my colleagues mean something
particular by this. She taught elementary school for more than 15 years, and continues to teach
children every summer. I would caution against assuming that the whole world believes only in
randomized control trials, however. You'd like to think, although you can't always assume that, that
many people who graduate from our school system would have what you would call a common level
of mathematical knowledge. The slides accompanying Dr. Ball’s speech can be found here. Oh, some
people are calculating.(inaudible). So, again, I think it's worth remembering that teaching
mathematics is not merely knowing mathematics in front of students. And the roots of what has
grown to be an interesting and vibrant research program and teaching challenge grew out of my own
early efforts to remediate in some sense the fact that when you go to high school in the early 1970's
you were allowed to take, basically, anything you wanted. In 1988, the year she earned her Ph.D at
Michigan State, Deborah Ball was spending a lot of time thinking about math teachers'
apprenticeship of observation. In an interview with NPR, Nikki Haley says in a rematch between
Biden and Trump, Biden is a bigger threat. Det galler sa klart forfattarna, som alla ar starka
personligheter pa olika satt. One thing I realized was that in high school we never learned the
theories behind our arithmetic. And the reason to mention that at this point is that my interest in the
topic I'll be talking about today and that concerns so many of us grows directly out of my own
experience of teaching children. We shouldn't go immediately to teaching approaches. So take a
moment to now go back, not just of what you would do, but what's involved in these. So
mathematics gets used by teachers in their classrooms and also beyond. It's not the work of any one
person, any one research group, or any single kind of work. I think the policy context to which you
heard both of the previous speakers, Dr. Thompson and Dr. Johnson refer, is important to bear in
mind. Most of those, however, are quite useless in trying to define terms at the fourth grade level.
Not somehow find millions of answers to this question. I'll just give you a moment to consider,
which of the following three radicals would be best if you wanted to set up a discussion among your
students for alternative solutions paths for that. I am a member of Equity and Spotlight following
training at the Courtyard Theatre in north London. TeachingWorks is especially focused on achieving
equitable educational opportunities for communities of color and children living in poverty by
improving the consistent quality of teaching that children receive.
For example, as the kid even in school, as the teacher there, what about the teacher's level of
preparation. I think of it this way: I watch a lot of baseball, and I can tell good baseball from bad.
But at the other extreme, there's no way to imagine that teachers can be good with helping kids learn
math when they're just good at managing the classroom. So you might ask, well, what does any of
that have to do then with the famous phrase, pedagogical content knowledge. What's the
mathematical reasoning depending on what you want. It's about knowing the math in a way that
allows you to act on that commitment. And then A, you've got the confusion of you've got the third
power through.(inaudible) second. I think C is the most.(inaudible). The project would, however, give
insight to her students' ideas about mathematics, and assumptions they make about what it means to
know mathematics. If you ask yourself why do we multiply and really try to understand the concept,
then it may be very confusing as it was to me. (p. 44). Not somehow find millions of answers to this
question. I diagnose problems. I look for those misunderstandings. And I want to highlight that as
we've worked on this further, we've come to appreciate that what is often held separate, that is
attention to diversity and equity and teaching mathematics are, in fact, not separate at all. My own
history in trying to learn those subjects and to learn them for teaching, which is the topic of my talk
today, is what animates my current work. By that we mean knowledge you'd expect reasonably well
educated people to have. It's a complicated question and one that we're still seeking answers for. I'm
sort of embarrassed to realize that at this point, or maybe proud. She has also developed distinctive
collections of video records of practice that are broadly used to make practice visible. You see, I'm
giving you a little more time while I'm commenting on this. Students don't just get wrong answers,
they get lots of right answers for reasons that look a little obscure if you have your own methods of
doing things. It's not about knowing about kids or how to teach it; it's just ways of knowing math.
Ball has been elected to the American Academy of Arts and Sciences and the National Academy of
Education, and is a fellow of the American Mathematical Society and the American Educational
Research Association. On one hand, we know very well this legislation, No Child Left Behind. Yes,
it's about relationships; yes, it's about classroom management. I am a member of Equity and
Spotlight following training at the Courtyard Theatre in north London. This we would call from our
work, choosing numerical examples, which any of you who has taught knows that whether it's
simplifying radicals, or dividing fractions, or teaching geometry, choosing the particular numerical or
geometric examples matters enormously; and if you've ever been at the board, having picked an
example not so skillfully, you know can happen. And that's probably cutting through this knowledge
of students and knowledge of content and teaching. So content knowledge is something there's a lot
of data on, and I think we could use that over and over again, and even find ways to make sure that
we know how best to represent those studies, because it is a big bundle of stuff. By that we mean
knowledge you'd expect reasonably well educated people to have. Dr. Ball is one of the nation’s
foremost voices on building teacher effectiveness and the founder of TeachingWorks—an
organization that aims to transform how teachers are prepared and supported. Changing these
feelings about mathematics and about themselves is a difficult task for the teacher educator, but Ball
did see progress.
Instead, people hear informally about all these beginning teachers who aren't skillful, and then they
see research that suggests that you don't get a real edge by graduating from teacher education or by
having professional development. Workshop attendees—education professionals, researchers, and
classroom teachers with diverse expertise and perspectives—start each day with the instructional
team in a “pre-brief” session before the class, in which they examine, discuss, and refine the day's
lesson plans and strategies for the instruction. They carried the 4, then added it into the 4; and then
they multiplied 5 times 8 and got 40. And having measures allows us to ask that question and to
begin to, as I said at the beginning, have some evidence about whether, in fact, we're even on the
right track. Reports of outages spiked around 3:30 a.m. ET Thursday, affecting more than 71,000
customers within a few hours. First, we have an obligation to meet the challenge of articulating more
clearly what is, in fact, meant by high quality teaching. If you're a mathematician, it's quite obscure
how things are ordered and what that looks like as kids travel through it. The slides accompanying
Dr. Ball’s speech can be found here. You're not thinking about the student's thinking right now. I
think our arguments come in recognizing our own lack of capacity as a nation to meet that challenge.
Throughout her prodigious career, she has formed and inspired countless teachers, school leaders and
research scholars dedicated to improving educational quality at every level. If you are only
multiplying to get the answer every time, permutations could appear to be very easy. They can see
that they couldn't teach, because what the intern is being coached to do they wouldn't be able to do.
What does a teacher need to know about math in order to teach other people math. It was around
1980. She'd been working as an elementary school teacher in East Lansing, Michigan for about five
years. Ball has been elected to the American Academy of Arts and Sciences and the National
Academy of Education, and is a fellow of the American Mathematical Society and the American
Educational Research Association. And we need what I would call rigorously and relevantly
warranted professional knowledge; and by that I mean it needs to be demonstrably supported by
evidence, and it has to be mathematical and scientific knowledge that is directly related to the work
of teaching. In 1988, the year she earned her Ph.D at Michigan State, Deborah Ball was spending a
lot of time thinking about math teachers' apprenticeship of observation. As we identified what some
of those are, we analyzed those to ask ourselves the question, if you have to do something like
choose just the right example to engage students in figuring out a new topic, what is the
mathematical reasoning you have to do to choose that. Raise your hand if you think you know what
produced A. So recruitment alone, while laudable, won't accomplish very much. But those of you in
the room who work on science, try to think about where the argument or the evidence I'll be
showing fits and does not fit with your area. And another that we would be remiss not to pay
attention to is something that cuts across the content knowledge side of the diagram, which would
be kind of like a knowledge of the horizon. Not somehow find millions of answers to this question.
There's a reference to the fact that Heather Hill and I, and Geoffrey Phelps, and Laurie Sleep, and
Mark Thames have been working on the survey measures-- Hyman Bass-- for a number of years.
You'd like to think, although you can't always assume that, that many people who graduate from our
school system would have what you would call a common level of mathematical knowledge. So we
were challenged by Dr. Johnson for what are the five elements of high quality mathematics
instruction. But on the other hand, if we don't know what those courses ought to convey or what
they ought to help people learn, we're no where. This we would call from our work, choosing
numerical examples, which any of you who has taught knows that whether it's simplifying radicals,
or dividing fractions, or teaching geometry, choosing the particular numerical or geometric examples
matters enormously; and if you've ever been at the board, having picked an example not so skillfully,
you know can happen. Instead, I think there is space for us as a field to be trying to figure out what
are different kinds of warrants for what kinds of claims, and what is persuasive evidence for what
sorts of things.
The Importance of Evidence When people talk about scaling up best practices, they are loath to
consider things we might identify as best practices of teaching or teacher education if we don't have
good evidence that they actually are best practices. And if you don't have any idea if the thing will
work in general, you're not in a very good position. It's a complicated question and one that we're still
seeking answers for. They carried the 4, then added it into the 4; and then they multiplied 5 times 8
and got 40. It's specialized to the work of teaching and it's content. We were fortunate, because often
it takes far more items than that to develop a reliable measure. We can give evidence for the sorts of
things that will make a difference for student learning. And they can see that the teacher educator is
doing something that would — you don't even need to wait for the evidence — you can see that
getting that kind of training improves the likelihood that the intern is going to be able to manage this
thing called guided reading. The risks of medical tourism are depicted in a study of U.S patients who
traveled to two clinics for procedures like tummy tucks and butt lifts — and were exposed to a
virulent fungal meningitis. Persuasion Sometimes it isn't about research at all, but about considering
how to be educative in the discourse. So if you're not attentive to what will happen at the horizon,
and only worry about where you're standing right now, that can be a problem. Both from her
experience and from the literature, Ball knew that elementary preservice teachers are often the most
apprehensive about teaching mathematics. Again, I'll try to keep reminding you throughout my
remarks that I'm not talking about approaches to instruction; I'm talking about how you have to think
mathematically if what you do is teach it. Or sometimes they'll be correct, but require some real
agility to make sure that the feature that's highlighted by the diagram is connected to the idea itself.
We have to do it together with others of you in this room. What sorts of mathematical skills does one
have to use to teach mathematics. So, you know perfectly well that although you know the answer is
1,225, your students often won't, and they're going to produce other answers. We know we aren't
there yet as a society, but there is that sort of knowledge you might talk about. She uses elementary
mathematics as a critical context for investigating the challenges of helping children develop agency
and understanding, and of leveraging the power of teaching to disrupt racism, marginalization, and
inequity. So, from the simplistic policy perspective, which you don't have to go too far to hear it, you
would know something about the multiplication that you need to teach fourth graders. And we can't
stop at that, because if that's all we talk about, we've completely missed the point. Things like your
choice of a context for a math problem needs on one hand to be absolutely appropriate for the
mathematics and not distorted. Share to Twitter Share to Facebook Share to Pinterest. And that is
not, as Joyce said, the same kind of knowledge of science and math that people that use mathematics
and science for other purposes, like doing research in those fields-- many of you in the room do that-
- or people who work in physics, or biology, or accounting, or tailoring, or the number of fields that
require mathematics, for example. So if you're not attentive to what will happen at the horizon, and
only worry about where you're standing right now, that can be a problem. You'd like to think,
although you can't always assume that, that many people who graduate from our school system
would have what you would call a common level of mathematical knowledge. So I'd like you to start
by simplifying this radical. Does any of these set up a better discussion than any other. It's not the
work of any one person, any one research group, or any single kind of work. My own history in
trying to learn those subjects and to learn them for teaching, which is the topic of my talk today, is
what animates my current work.