Mandatory 50-hour Mathematics Education for Teachers in a Specific State
In an effort to improve math education, Louisiana and Alabama have taken significant steps to enhance professional development for teachers.
The focus of the training programs is to address the role of fluency and practice, with an emphasis on explicit instruction in some areas. The training aims to deepen teachers' understanding of math, focusing on building a strong conceptual knowledge base. This approach emphasizes teachers understanding the 'why' behind the math, not just the 'how'.
Kristen Wynn, the head of the AIM Institute for Learning and Research, has been instrumental in this movement. She worked with Mississippi's math team to launch coaching for teachers, and her work has since extended to Louisiana. Several school districts in Louisiana, including East Baton Rouge, Jefferson Parish, and Lafayette, have collaborated to implement the 50-hour math teacher training program for grades 4 to 8.
The material is curriculum-agnostic, not mapping to any one textbook series or resource. This allows teachers to apply the new ideas to their existing teaching practices, making the training more adaptable and practical.
Louisiana's standards balance conceptual understanding, fluency, and practical application. The state is developing guidance documents to demonstrate how to apply the principles from the professional learning in state-approved curricula.
In 7th grade math training, teachers analyze word problems that offer multiple entry points for students at different skill levels. This approach encourages critical thinking and problem-solving skills, essential for math success.
Research suggests that effective practice should be structured using interleaved practice, where students practice a skill and then move on to problem sets that include the skill alongside others. This method helps students to apply their knowledge in various contexts, fostering a deeper understanding of math concepts.
However, some teachers feel the training emphasizes theoretical understanding of math principles, which might confuse students struggling with the subject. To address this concern, the Louisiana Department of Education has created resources for evaluating students' fluency and intervening when students struggle, but they are not integrated into the training at this time.
The ongoing ideological divide in math instruction regarding the importance of developing children's conceptual understanding versus ensuring a solid grasp on math procedures is a complex issue. However, research indicates that both skills are necessary and build upon each other.
In Alabama, legislation has been passed to address math difficulties early. The state mandated early screening and intervention for math difficulties, assigned 1-2 math coaches to every public K-5 school, and saw an increase in 4th grade math scores.
Act 260, passed in 2023, requires all 4th-8th grade math teachers in Louisiana to complete a state-created training in numeracy by August 2025. This legislation, combined with the ongoing professional development initiatives, demonstrates a commitment to improving math education in Louisiana and Alabama.
Some districts, like Avoyelles Parish schools, have scheduled time for teachers to complete the training together and collaborate on integrating new ideas into their practice. This collaborative approach fosters a supportive learning environment and encourages the sharing of best practices among teachers.
In conclusion, the professional development initiatives in Louisiana and Alabama are making strides in improving math education. By focusing on fluency and practice, explicit instruction, and a balance of conceptual understanding and practical application, these programs are equipping teachers with the tools they need to help students succeed in math.
