COLLEGE PARK, MD (May 2005) -- As part of its effort to address critical issues relating to mathematics education, particularly the persistent shortage of highly qualified mathematics teachers at all levels, the National Science Foundation has awarded $10.3 million in ongoing support for the Mid-Atlantic Center for Mathematics Teaching and Learning at the University of Maryland.

The Mid-Atlantic Center is a partnership involving mathematics educators and mathematicians at the University of Maryland, the University of Delaware, and The Pennsylvania State University, and leaders of school mathematics programs in Prince George’s County, the Delaware State Department of Education, and Pittsburgh.

"This continuation of this outstanding program with support from the NSF recognizes the leadership role the University of Maryland has taken in providing a knowledge base for improved practice of mathematics education," says Edna Mora Szymanski, Dean of the College of Education. "By collaborating with our partner universities and schools, we combine our strengths and resources to address important problems facing mathematics education today."

Over the past four years, the Center has addressed two tasks that are fundamental in improving the personnel infrastructure in mathematics education. First, the Center faculty have designed and developed and innovative program of doctoral and postdoctoral studies that is preparing leaders for mathematics education work on teacher preparation and professionals development, curriculum, policy, and research.

And, the Center faculty have developed alternative models for the mathematical education of pre-service teachers and the professional development of in-service mathematics teachers K-12.

During the five-year period of extended funding, Mid-Atlantic Center faculty will continue their work in graduate education and mathematics teacher development and focus on three research questions with critical implication for policy and practice in mathematics education:

• How do pre-service teachers develop mathematical and pedagogical knowledge from content and methods courses and internship experiences?
• How do practicing teachers draw on and continue to develop mathematical and pedagogical knowledge in the course of their professional work?
• How does teacher content and pedagogical knowledge affect student achievement?

The will also study ways to assemble and represent research findings in ways that provide a useable knowledge base for practice in K-12 mathematics education. The Center’s research on teacher knowledge is also important in the broad educational policy arena–influencing teacher preparation programs, certification standards, and school system hiring and staff development practices.

According to James Fey, co-director of the program, the Mid-Atlantic Center work in doctoral education has already demonstrated solid achievement in attracting a talented and diverse pool of mathematics educators to prepare themselves for leadership positions in the nation’s colleges, universities, and school systems.

"The faculty and doctoral fellows affiliated with the Mid-Atlantic Center for Mathematics Learning and Teaching have demonstrated the expertise required by our planned research and development projects, and they will be working from a strong foundation built during the current funding period. We are pointed to extend that work, building on the reputation established in our first four years of work."

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For more information about the College of Education, visit: www.education.umd.edu
or contact Deborah Hudson, Assistant Dean for External Relations,
at: dmhudson@umd.edu or by phone: 301.405.8145