Number Properties and Operations

Goal 1: Enhance secondary teachers' conceptual understanding and pedagogical content knowledge related to the big idea Number Properties and Operations, specifically focused on: 1) rational numbers and numerical operations and expand this to real numbers; 2) solving quadratic equations to produce a working knowledge of complex numbers; 3) understand large and small numbers and their representations, powers, and roots;4) compare and contrast properties of number and number systems and develop strategies to Stimate the results of operations on real numbers; and 5) understand the limitations of graphing calculators and computer spreadsheets appropriately as learning tools. Goal 2: Enhance secondary teachers' ability to implement effective mathematics instruction using research- based strategies to prepare students for success on EPAS and KCCT. Long-Term Goal: Reduce the mathematics achievement gaps in participating middle and high schools between special needs and regular ed. students on both state level KCCT and EPAS assessments on concepts related to the Big Idea: Number Properties and Operations as it is related and critical to other areas of mathematics, specifically alEebra, which comprises a larife portion of EPAS assessments. This proposal is targeted to work with 48 regular and special education middle and high school teachers (24) collaborating pairs from twelve school districts, nine of which qualif~' as high need and some of which are GEAR UP Kentucky districts which include: Carter, Fleming, Knox, Mason, Menifee, Morgan, Muhlenberg, Pikeville, Rockcastle Counties. "Number Properties and Operations: A Key to Success on EPAS." The project consists of three components to meet identified needs including a 5-day summer institute; 3 fbll day academic year follow-ups; and 3-day follow-up in June 2010. Through a broad partnership led by the P- 12 Math and Science Outreach Unit under the Partnership Institute for Math and Science Education Reform (PJMSER) at the University of Kentucky, the institute design and subsequent facilitation will utilize the expertise from the partnership. This partnership involves close collaboration between the University of Kentucky, Somerset Community College, the PIMSER at the University of Kentucky including the PIMSER Master Teachers (Regional Teacher PartnerslRTPs), and 12 school districts including 9 that quaIif~' as high-need. The forty-eight participants have already been identified and their district and school has agreed to release them during the academic year so they can fully participate if the proposal is funded (see Partnership Agreement Forms).