Building Teacher Content Knowledge in Mathematics
SEDL works with educators at all levels to improve teaching and learning in math. We provide professional development, technical assistance, and resources to help educators deepen their content knowledge and adopt research-based practices. In addition, our research and evaluation team conducts studies of math programs to measure their effectiveness and expand our knowledge of how best to teach this core subject.
Common Core State Standards Video Series for Math
A new SEDL video series is helping demystify the Common Core State Standards for mathematics. As states began to implement these standards, education leaders realized the need to provide math teachers with support on content they may not have covered before. In response to state requests for assistance, SEDL’s Southeast Comprehensive Center is collaborating with education leaders to develop this video series, which continues to expand. Each video explains one math standard, with a focus on grades K–8. Simple language clarifies the standard's meaning, and examples and illustrations deepen understanding. The short videos, ranging from 5 to 20 minutes, are available online free of charge. SECC states are using the videos in professional development sessions, and the response has been extremely positive, with the video website averaging more than 2,000 visits monthly. Read more
Southeast Comprehensive Center (SECC): The SECC works with the state education agencies of Alabama, Georgia, Mississippi, North Carolina, and South Carolina to build their capacity to support districts and schools in meeting student achievement goals, including achievement in math Work varies by state.
Texas Comprehensive Center (TXCC): The TXCC works with the Texas Education Agency and the state’s 20 regional education service centers to build their capacity to support districts and schools in meeting student achievement goals, including achievement in math.
Everyday Mathematics® Randomized Controlled Trial: SEDL and the University of Wisconsin-Madison are conducting a national, large-scale randomized controlled trial assessing the effectiveness of McGraw-Hill Education’s Everyday Mathematics®, an elementary school math program. The study, which involves more than 40 schools across multiple districts, uses a multisite cluster randomized trial design to examine whether the program affects achievement outcomes for K–5 students over 2 school years and whether those outcomes vary significantly across students, schools, and districts.
Regional Educational Laboratory (REL) Southwest: The REL Southwest assists the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas in using data and research evidence to address high-priority education needs in the region. The project addresses early mathematics instruction through the Texas Hispanic STEM (science, technology, engineering, and mathematics) Research Alliance, which examines factors related to improving Hispanic student participation, achievement, and advancement in STEM courses and careers. The REL Southwest also hosts bridge events related to mathematics instruction.
Center for High-Performing Schools: Through our Center, SEDL builds the capacity of district and school leaders and educators to improve teaching and align curriculum, instruction, and assessment to national and state standards.
National Center for Quality Afterschool: This National Center at SEDL uses Web-based technology to provide research-based resources and professional development to help afterschool and expanded learning instructors develop high-quality, balanced programs. The National Center’s free online Afterschool Training Toolkit contains math resources, including sample lessons and videos.
Pecos Valley Regional Education Cooperative: Though the Center for High-Performing Schools, SEDL provided support to districts in the Pecos Valley Regional Education Cooperative in New Mexico, helping them implement the Common Core State Standards for English-language arts and math. The work involved developing professional learning communities and aligning curriculum, instruction, and assessment to standards.
Southeast Comprehensive Center (2005–2012): The Southeast Comprehensive Center (SECC) provided technical assistance and professional development to the state education agencies of Alabama, Georgia, Louisiana, Mississippi, and South Carolina to build their capacity to improve student academic achievement, including math achievement. Work varied by state. For example, in Mississippi and South Carolina, SECC staff assisted in increasing the rigor of state standards in math. Staff also assisted in developing a video series on the Common Core State Standards for math in response to state needs.
Texas Comprehensive Center (2005–2012): The Texas Comprehensive Center (TXCC) at SEDL worked with the Texas Education Agency and the state’s 20 education service centers to build staff capacity to improve student academic achievement, including math achievement. For example, TXCC staff provided professional development on teaching math to English learners. The TXCC was also a partner in the Mathematics for English Language Learners project, housed at Texas State University.
Scaling Up Mathematics Achievement: SEDL assisted in a 5-year evaluation of the Scaling Up Mathematics Achievement project. The evaluation assessed whether the Building Capacity Model, which decreased the math achievement gap in a rural New Mexico school district, was effective in a larger urban district with mixed ethnicities and a different organizational structure. The project team partnered with the Las Cruces Public School District to improve math instruction and achievement in the district. SEDL's evaluation assessed how to modify the model to strengthen its effectiveness and replicability, and which components of the model had the most positive effect on student achievement. The National Science Foundation funded the project.
Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST) (1992–2005): SCIMAST was 1 of 10 regional mathematics and science consortia funded by the U.S. Department of Education’s Office of Elementary and Secondary Education. SCIMAST worked to improve mathematics and science learning through teachers’ use of research-based knowledge and resources, especially in economically disadvantaged schools.