EducationGearing Up for Math

At the Math Momentum in Science Centers Institute held in Miami, Florida, in March 2005, participants complete an activity from Robert Moses' Algebra Project. Photo courtesy Miami Museum of Science & Planetarium

Seven years ago, prompted by the absence of mathematics in ASTC's science-rich YouthALIVE! programs and by the 1997 report detailing the poor showing of U.S. secondary students in the Third International Mathematics and Science Study (TIMSS), ASTC first invited conversations on the role of science centers in mathematics education. Those conversations led to the 2001 publication of Andrea Anderson's Mathematics in Science Centers; to the formation of the Math Special Interest Group that meets annually at ASTC's conference; and, ultimately, to ASTC's participation from 2002 to 2005 in Building Math Momentum in Science Centers (MMSC), a three-year, National Science Foundation-funded, mathematics professional development project led by the education research and development organization TERC.

Although summative evaluation of MMSC is forthcoming, several lessons have already emerged for ASTC staff from the observations, interviews, and reflections of participating museum professionals, as well as from the "Gearing Up for Mathematics" session noted above. This article, based on those lessons, is grounded in the "can-do spirit" manifested by the 13 MMSC science centers.

Acknowledge math anxiety

Math anxiety cannot be ignored! (See "Let's Replace Math Phobia with Math Appreciation," ASTC Dimensions, January/February 2006.) This was the number-one institutional challenge identified by most staff and directors involved in the MMSC project. At their first workshops, professionals who felt quite comfortable developing engaging experiences in informal science did not necessarily exude confidence about their ability to address mathematics in similar ways.

In late 2005, when the teams were asked to reflect on their MMSC experiences, one team said that if they could start over, they would add another project layer in which the entire staff would learn and understand how much math (i.e., math education) has changed. Several others spoke of how helpful it was to observe visitors, other staff, volunteers, or children as they engaged in math exhibits and/or activities. An indication of their newfound confidence could be heard in the voices of the team that summed up its experience by saying, "Now math is in our minds and in the mind of our institution"—a conclusion echoed by others.

Encourage interdepartmental collaboration

Each of the MMSC institutions appointed a three-person, interdepartmental mathematics team for the project. Composition of the teams and participants' previous math experience varied (and attrition was a challenge for several teams), but the presence of an exhibits specialist and an educator on each team lent consistency over time. At least eight teams included a youth programs specialist as well.

Team members were charged with finding appropriate ways of applying in their science centers what they were learning in the MMSC workshops. Specifically, they were to identify at least one science program or exhibit that could be "mathematized"—i.e., have its inherent mathematics made explicit. (See "Finding the Math: A Math Momentum Sampler," ASTC Dimensions, January/February 2006.) All of the teams, even those without math expertise, were creative in recruiting others to help them with this task.

The Sciencenter team, for example, invited a group of dedicated, math-savvy volunteers to help them develop their "How Quick Are You?" reaction time tester. The team at Boston's Museum of Science organized brown bag lunches to garner advice and support from other departments. The exhibits and education departments at OMSI already had a tradition of collaborating on exhibit ancillaries, but MMSC team members said coordinating math efforts would have been more difficult without the joint professional development. "It made a difference to have advocacy on both exhibits and education simultaneously, rather than having to build on one and then bring in the other," they concluded.

Utilize external resources

Some MMSC institutions drew on the mathematics resources of local engineers, volunteers, or universities—balancing that expertise by recruiting math educators from local school districts to brainstorm, review plans, clarify mathematics concepts, or determine the age-appropriateness of proposed exhibits or programs.

The Principles and Standards for School Mathematics developed by the (U.S.) National Council of Teachers of Mathematics provided a common language for dialogue between formal and informal educators. A few math team members attended NCTM conferences or workshops, and some began to align their work with the NCTM standards or those developed by their states.

At the 2005 "Gearing Up for Mathematics" session, panelist Linda Gojak, president of the National Council of Supervisors of Mathematics, assured her listeners that formal math educators would be "thrilled" to assist local science centers. Science provides a context for presenting mathematics in a way that is meaningful to kids, Gojak said, adding that the NCTM "Process Standards" (problem solving, reasoning and proof, communication, connections, and representations) are tangible areas in which science centers can help students and classroom teachers.

Support 'mathematics awareness' from the top

Mathematics cannot become a strategic priority in any science center or museum without the support of upper-level management. Only advocacy by a CEO and/or senior staff can ensure the creation of a "math culture." Such a culture evolves through professional development that helps staff focus on math concepts and their applications for science centers and also fosters awareness of the larger context for this work. Mathematics standards, local mathematics curricula, and equity issues associated with local achievement gaps in mathematics are contextual issues that require attention as staff capacity grows.

From the start, senior staff at the MMSC science centers were committed to the concept of math inclusion. Vice presidents from eight institutions participated in project workshops at some point during the three years. CEOs received regular updates from their math teams and met annually during the ASTC conference to review progress and offer suggestions for fieldwide capacity building.

One recommendation was to develop an exhibit and progam design protocol that includes mathematics. If we are to broaden the pool of museum professionals who have the comfort and competence in mathematics to create and apply such tools effectively, top-level support for ongoing professional development is essential.

DeAnna Beane is director of Partnerships for Learning at ASTC, Washington, D.C.

The Math Momentum in Science Centers project was supported by the National Science Foundation (Grant #ESI-0229782). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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