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The Urban Mathematics Collaborative Project: Report to the Ford Foundation on the 1987-88 School Year

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The Urban Mathematics Collaborative Project: Report to the Ford Foundation on the 1987-88 School Year DOCUMENT RESUME ED 333 087 UD 028 110 AUTHOR Webb, Norman L.; And Others TITLE The Urban Mathematics Collaborative Project: Report to the Ford Foundation on the 1987-88 School Year. Program Report 89-1. INSTITUTION Wisconsin Center for Education Research, Madison. SPONS AGENCY Ford Foundation, New York, N.Y. PUB DATE Mar 89 NOTE 400p.; For related documents, see UD 028 111-112. PUB TYPE Reports - Evaluative/Feasibility (142) EARS PRICE mF01/pc16 Plus Postage. DESCRIPTORS College School Cooperation; *Collegiality; Cooperation; *Cooperative Programs; Elementary Secondary Education; *Mathematics Teachers; *Professional Development; Program Evaluation; School Business Relationship; *Teacher Improvement; *Urban Schools IDENTIFIERS *Collaboratives ABSTRACT This report documents and evaluates the activities of the Urban Mathematics Collaborative (UMC) project during the 1987-88 school year. UMC seeks to improve mathematics education in inner-city schools and identify new models for the professional development of mathematics teachers by supporting collaboration among mathematics teachers and mathematicians from institutions of higher learning and industry. Teachers are encouraged to identify with and participatein a broad-based local mathematics community. The project is currently operating in 11 cities across thtl country. A vari=!ty of qualitative and quantitative methods were used to evaluate the project. The following summary findings are presented: (1) the project has been successful in drawing teachers into more active participation in professional activities and events; (2) participants report increased collegial support among teachers;(3) participants are more willing to avail themselves of opportunities for professional enrichment and are more open to new ideas and approaches;(4) participants are taking the initiative in introducing and implementingnew ideas in their schools; (5) the project's impact on the relationships between teachers and mathematicians in business and higher education is difficult to assess; and (6) the project has improved the relationship between teachers and supervisors. Descriptions ofthe 11 UMC collaboratives are included. A list of 10 references andsummary reports from the 11 collaboratives are appended. (FMW) **************** ************** ***************************************** Reproductions supplied by EARS are the best that can be made from the original document. *********************************************************************** -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY f TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).- U.S. DEPARTMENT Office of Educabonat OF EDUCATION %snatch and EDUCATIONAL Improvement RESOURCES INFORMATION CENTER (ERIC/ ..b/KrdOCument has reco.ved from been reproduced orvonifirlp .f ffre personor orpanZaf.ori 'Amor changes roproducf,on hare been made Oughly to mprove PoInts ot knee,orornmonlstatea mo,no d nof necessarily thrScloCu represent official OERI prOsdron0, pabcv BEST COPV AVAILABLE Program Report 89-1 THE URBAN MATHEMATICS COLLABORATIVE PROJECT: REPORT TO THE FORD FOUNDATION ON THE 1987-88 SCHOOL YEAR Norman L. Webb, Susan D. Pittelman, Thomas A. Romberg Allan J. Pitman, Elizabeth M. Fade 11, and James A. Middleton Report from the Urban Mathematics Collaborative Documentation Project Wisconsin Center for Education Research School of Education University of Wisconsin Madison, Wisconsin March 1989 t) We gratefully acknowledge the assistance of Dianne Paley, Deborah Stewart, Kay Schultz, Lorene Folgert, and Jana Hinken in the preparation of this report. The research reported in this paper was supported by the Ford Foundation and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin- Madison. The opinions expreesed in this publication are those of the authors and do not necessarily reflect the views of the Ford Foundation or the Wisconsin Center for Education Research. Th3LE OF CONTENTS Page OVERVIEW I. Introduction 1 II.Project Descriptions 7 Cleveland Collaborative for Mathematics Education (C2ME) 8 Durham Collaborative: The Durham Mathematics Council 10 Los Angeles Urban Mathematics/Science Collaborative (LAUM/SC) 12 Memphis Urban Mathematics Collaborative 14 New Orleans Mathematics Collaborative (NOMC) 16 Philadelphia Math Science Collaborative 18 Pittsburgh Mathematics Collaborative 20 St. Lot lis Urban Mathematics Collaborative 22 San Diego Urban Mathematics Collaborative 24 San Francisco Mathematics Collaborative 26 Twin Cities Urban Mathematics Collaborative 28 III. The UMC Network 31 Ford Foundation 31 Technical Assisiance Project (TAP) 33 Outreach Project 40 Documentation Project 44 Reflections 47 IV.Observations and Reflections 49 Context 50 Project Management 53 Collaboration 60 Professionalism 66 Mathematics Focus 72 V. Final Comments 77 Impact 77 The Documentation Process 81 References 83 APPENDIXES Summary Reports for the Eleven Urban Mathematics Collaboratives A. Cleveland Collaborative for Mathematics Education (C2ME) A- 1 B. Durham Collaborative: The Durham Mathematics Council B- 1 C. Los Angeles Urban Mathematics/Science Collaborative (LAUM/SC) C- 1 D. Memphis Urban Mathematics Collaborative D- 1 E. New Orleans Mathematics Collaborative (NOMC) E- 1 F. Philadelphia Math Science Collaborative F- I G. Pittsburgh Mathematics Collaborative G- 1 H. St. Louis Urban Mathematics Collaborative H- 1 1. San Diego Urban Mathematics Collaborative I- 1 J.San Francisco Mathematics Collaborative J- 1 K. Twin Cities Urban Mathematics Collaborative K- I. INTRODUCTION In 1984, the Ford Foundation initiated the Urban Mathematics Collaborative (UMC) pi.oject to improve mathematics education in inner-city schools and to identify new models for meeting the ongoing professional needs of teachers. In February, 1985, the Ford Foundation awarded five grants to establish urban mathematics collaboratives in Cleveland, Minneapolis-St. Paul, Los Angeles, Philadelphia and San Francisco. In addition, the Ford Foundation established a Documentation Project to monitor the activities of the new collaboratives and a Technical Assistance Project (TAP) to serve as a source of information for the collaborative projects (Romberg & Pitman, 1985). During the next eighteen months, UMC projects were funded in Durham, Pittsburgh, San Diego, St. Louis, Memphis, and New Orleans, bringing to eleven the total number of urban mathematics collaboratives (Romberg, Webb, Pitman, & Pittelman, 1987; Webb, Pittelman, Romberg, Pitman, & Williams, 1988).In August, 1987, an Outreach Project was funded to publicize and expand the UMC effort. A map of the UMC project appears in Figure I. In each of the eleven cities, the UMC project continues to support collaboration among groups of mathematicians from high schools, institutions of higher education, and industries, and to encourage teacher membership and participation in a broad-based local mathematics community. Since the project's inception in 1984, it has become clear that the teacher is and will remain the hub of the educational process. But it also has become evident that many teachers--and especially those in inner-city schools--are overworked, lacking in support and material resources, and isolated from their colleagues, from other professionals, and from the rapidly changing field of mathematics. The collaborative project remains rooted in the premise that collegiality among professional mathematicians can reduce teachers' sense of isolation, foster their professional enthusiasm, expose them to a vast array of new developments and trends in mathematics, and encourage innovation in classroom teaching. The Ford Foundation's concomitant commitment of human and financial resources provides a support network to allow such collegiality to take place. An important element of the network is the administrative support provided by the Technical Assistance Project, the Outreach Project, the Documentation Project and the Ford Foundation. The Technical Assistance Project (TAP) was established in September, 1985, to provide a broad range of technical assistance to the Urban Mathematics Collaborative project as a whole, as well as to the eleven individual collaboratives. The project is directed by Dr. Mark Driscoll at the Education Development Center, Inc. (EDC), a non-profit research and development organization located in Newton, 2 The Urban Mathematics Collaborative Project Funded by The Ford Foundation Technical Assistance & Outreach Pro !acts Minneapolis-St. Nut Education Devolopmont Confor, Inc. Documentation Pro, loct Newton, %IA WCER University of Wisconsin-htadi Li leveland 040 PittPsghburhiladelphia 711r" Durham San Diego Los Angeles San Francisco New Orleans Cleveland Collaborative for Mathematics Education (C2ME) Cleveland, Ohio Durham Collaborative: The Durham Mathematics Council Durham, North Carolina Los Angeles Urban Mathematics/Science Collaborative (LAUM/SC) Los Angeles, California Memphis Urban Mathematics Collaborative Memphis, Tennessee New Orleans Mathematics Collaborative (NOMC) New Orleans, Louisiana Philadelphia Math Science Collaborative Philadelphia, Pennsylvania Pittsburgh Mathematics Collaborative Pittsburg, Pennsylvania St. Louis Urban Mathematics Collaborative St. Louis, Missouri San Diego Urban Mathematics Collaborative San Diego, California San Francisco Mathematics Collaborative San Francisco, California Twin Cities Urban Mathematics Collaborative Minneapolis-St. Pad, Minnesota Figure 1. The Ford Foundation National Network of Urban Mathematics Collaboratives.
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