Updated 04/26/2012...meb

Math-in-CTE

2012-2013 School Local Training Application - Word - Adobe

2012-2013 Teacher Leader/Facilitator Application - Excel - Adobe

Information page - Word - Adobe

Summary NRCCTE Research

NRCCTE Research Study

Introduction

Math-in-CTE is a model of instruction developed and tested by the National Research Council for Career and Technical Education (NRCCTE) which relies on a partnership between a Career and Technical Education (CTE) teacher and a Mathematics teacher to improve CTE student mathematics achievement.

In a national study conducted by the NRCCTE utilizing the Math-in-CTE model of instruction, students in experimental CTE classrooms performed significantly better in mathematics on TerraNova and Accuplacer, two of three math post tests administered (see above links to NRCCTE research). More information on this study and on Math-in-CTE may also be found at: www.nrccte.org

The CTE-Mathematics teacher pair participates together in ten days of professional development and collaborates on an ongoing basis. Initially, the two teachers work together to map the CTE program curriculum and to identify areas in which mathematics is embedded in existing instruction. The two teachers collaborate to develop CTE lessons in which the instruction of the embedded mathematics is enhanced. The CTE teacher implements these lessons in his/her class, strategizing with the Mathematics teacher on ways to improve the lessons in the future.

Both the CTE and the Mathematics teacher benefit from high quality professional development provided over ten days: five-day summer training which took place for 2011-2012 on July 11-15, 2011 (Monday-Friday); two-day fall training [November 4-5, 2011, Friday and Saturday]; two-day spring training [March 2-3, 2012, Friday and Saturday]; and one-day closure training [May 11, 2012, Friday]. Total contact hours = 70.

These teachers are involved in curricular mapping and lesson plan development efforts integral to Math-in-CTE and which may also be applied to other, ongoing instruction. Participating CTE teachers do not become “math teachers,” but gain more confidence and competence covering the mathematics concepts included in their technical program area. Participating Mathematics teachers often gain insight on how to relate the mathematics concepts they teach in their own classrooms to real-world applications.

Maine began implementation of the Math-in-CTE model in July of 2010. During this first year, focus was on the CTE program areas of Carpentry and Metals/Welding/Machine Tools. In the second year of implementation, 2011-2012, CTE program areas of Automotive Technology/Mechanics and Culinary Arts are being addressed. CTE teachers from these program areas have identified interested mathematics teacher partners with whom they will work over the coming year. Training is being delivered by a national specialist from the NRCCTE, as well as by previously trained Maine CTE and Mathematics teachers. Participating teachers received a certificate with contact hours at the completion of each training date.

For 2012-2013, applications are being considered from local CTE schools and partner middle/high schools interested in piloting the Math-in-CTE program in their area. Application deadline is January 20, 2012.

For more information on the implementation of Math-in-CTE in Maine, you may contact: Doug Robertson, Math-in-CTE Coordinator, Maine Department of Education, Augusta, ME 04333, (207) 624-6744, doug.robertson@maine.gov

Career and Technical Education Information

Math-in-CTE