VCU researchers lead $8 million in National Science Foundation studies to improve elementary school math teaching and learning

By Michael Ford
University News Services

Virginia Commonwealth University researchers are leading $8 million in National Science Foundation-funded programs to launch a new initiative in elementary math education and then test its effectiveness. 

VCU is leading a program to train 50 elementary teachers to become mathematics specialists, who will work closely with other elementary teachers to strengthen how they teach math and improve student learning. Specialists will help teachers introduce effective research-based instructional approaches, technology and assessment activities into their classrooms. The mathematics specialists in training are from nine school divisions in Virginia.

“Quality mathematics instruction requires a deep understanding of elementary mathematics far beyond the required computational skills. It also requires a thorough understanding of how children learn mathematics,” said William E. Haver, Ph.D., VCU professor of mathematics, who heads the Mathematics and Science Partnership program to train elementary school teachers to become school-based mathematics specialists. 

“We believe that all students have the capacity to be successful in mathematics, but different children learn in different ways,” Haver said. “A mathematics specialist can work with classroom teachers to develop strategies that are appropriate for each student.”

A VCU-led research team also will determine the impact that math specialists have on the classroom teachers and student achievement, as well as conduct an analysis of the policy issues involved in establishing a large-scale mathematics specialist initiative across Virginia.

Researchers said that while there is anecdotal information that mathematics specialists programs significantly improve student learning, there is limited scientific research. 

“Our current Teacher Professional Continuum project, which is training and researching 24 specialists, focuses both on developing and refining a content and leadership preparation program for specialists, and using carefully matched control group schools to scientifically analyze the impact of specialists,” said Reuben W. Farley, Ph.D., VCU professor of mathematics.

Farley is lead investigator of the TPC project and will collaborate with researcher Patricia Campbell from the University of Maryland to scientifically evaluate the effectiveness of math specialists starting in the 2005-2006 school year. The districts participating in this study are from the cities of Portsmouth, Richmond, Virginia Beach and Spotsylvania and Stafford counties. Working through the VCU Commonwealth Educational Policy Institute, Farley’s project team already has begun analyzing the funding, policy and legislative issues associated with establishing a statewide mathematics specialist initiative.

Teachers being trained under the MSP project to be math specialists will spend three years attending summer institutes, with some weekend course work. They will receive a master’s degree when they complete the program. The first institute was held at VCU, and the university is collaborating with Norfolk State University and the University of Virginia to host future math specialist summer institutes.

The nine school districts participating in the MSP math specialist training research program are Norfolk, Hampton, Portsmouth, Richmond, Hanover County, Fairfax County, Arlington County, Alexandria and Culpepper.

Both mathematics specialists programs are being carried out in a partnership between VCU and the Virginia Mathematics and Science Coalition, a group of education, corporate and public policy leaders advocating mathematics and science education in prekindergarten through graduate school.