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SUPPORTING
MATHEMATICS TEACHERS
IN THE UNITED STATES
AND FINLAND
PROCEEDINGS OF A WORKSHOP
Alexandra Beatty and Ana Ferreras, Rapporteurs
U.S. National Commission on Mathematics Instruction
Board on International Scientific Organizations
Policy and Global Affairs
THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu
THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC
20001
This activity was supported by contracts between the National Academy of
Sciences and the National Science Foundation (DRL-1445104). Any opinions,
findings, conclusions, or recommendations expressed in this publication do not
necessarily reflect the views of any organization or agency that provided support
for the project.
International Standard Book Number-13: 978-0-309-46589-2
International Standard Book Number-10: 0-309-46589-3
Digital Object Identifier: 10.17226/24904
Epub ISBN: 978-0-309-46592-2
Additional copies of this publication are available for sale from the National
Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800)
624-6242 or (202) 334-3313; http://www.nap.edu.
Copyright 2018 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America
Suggested citation: National Academies of Sciences, Engineering, and Medicine.
2018. Supporting Mathematics Teachers in the United States and Finland:
Proceedings of a Workshop. Washington, DC: The National Academies Press. doi:
https://doi.org/10.172226/24904.
The National Academy of Sciences was established in 1863 by
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o.
PLANNING COMMITTEE ON SUPPORTING
MATHEMATICS TEACHERS IN THE UNITED STATES
AND FINLAND
KIRSTI HEMMI (Co-Chair), Åbo Akademi University
JANINE T. REMILLARD (Co-Chair), University of Pennsylvania
HYMAN BASS, University of Michigan
HEIDI KRZYWACK, University of Helsinki
ANNA-MAIJA PARTANEN, University of Lapland, Rovaniemi
JOHN STALEY, Baltimore County Public Schools
Staff
ANA M. FERRERAS, Senior Program Officer
PAMELA GAMBLE, Administrative Associate
U.S. NATIONAL COMMISSION ON MATHEMATICS
INSTRUCTION
Leadership
JAMES ROZNOWSKI (Chair), Delta College, Emeritus
JOHN STALEY (Vice Chair), Baltimore County Public Schools
Members
JAMES BARTA, Mercer University
MARTA CIVIL, University of Arizona
SOLOMON FRIEDBERG, Boston College
MARIA HERNANDEZ, North Carolina School of Science &
Mathematics
DEBORAH NOLAN, University of California-Berkeley
CHRIS RASMUSSEN, San Diego State University
PADMANABHAN (PADHU) SESHAIYER, George Mason University
Ex Officio Members
GAIL BURRILL (Past Chair), Michigan State University
PATRICK (RICK) SCOTT (BISO Liaison), New Mexico State University,
Emeritus
Staff
ANA M. FERRERAS, Senior Program Officer
PAMELA GAMBLE, Administrative Assistant
BOARD ON INTERNATIONAL SCIENTIFIC
ORGANIZATIONS
Leadership
MICHAEL CLEGG (Chair), NAS,1 University of California- Irvine
PATRICK (RICK) SCOTT (Vice Chair), New Mexico State University,
Emeritus
Members
ALLAN C. ASHWORTH, North Dakota State University
ASMERET ASEFAW BERHE, University of California-Merced
MELODY BROWN BURKINS, Dartmouth College
RONALD GRAHAM, NAS, University of California-San Diego
MARVIN HACKERT, University of Texas at Austin
KENNETH KELLERMANN, NAS, National Radio Astronomy
Observatory
WING KAM LIU, Northwestern University
C. BRADLEY MOORE, NAS, University of California-Berkeley
KENNEDY REED, Lawrence Livermore National Laboratory
DONALD SAARI, NAS, University of California-Irvine
JEFFREY ZACKS, Washington University-St. Louis
Ex Officio Members
JOHN HILDEBRAND, NAS, University of Arizona-Tucson
Staff
KATHIE BAILEY, Director
ESTER SZTEIN, Assistant Director and Senior Program Officer
ANA M. FERRERAS, Senior Program Officer
LOIS PETERSON KENT, Senior Program Officer
PAMELA GAMBLE, Administrative Associate
CHELSEA BOCK, Program Coordinator
__________________
1 The National Academy of Sciences.
Preface and
Acknowledgments
As part of the U.S. National Commission on Mathematics Instruction
tradition of investigating how mathematics is taught and teachers
are trained in other countries, the commission partnered with
educators from Finland to learn more about Finland’s uniqueness
and benchmark their best practices. While this is not the first time
U.S. and Finnish mathematics educators have exchanged best
practices, this workshop had a unique focus on teacher development
in both nations in the context of new reforms in mathematics
education. Taking advantage of the attendance of U.S. educators to
the 13th International Congress on Mathematical Education in
Hamburg, Germany, on July 24–31, 2016, the U.S.-Finland workshop
was held on August 1–2, 2016, at the University of Helsinki in
Helsinki, Finland. The workshop was live streamed, which gave
researchers, educators, policy makers, educational leaders, and
school district administrators from around the world the opportunity
to learn the latest practices and approaches in training mathematics
teachers and educators in the United States and Finland.
This Proceedings of a Workshop was reviewed in draft form by
individuals chosen for their diverse perspectives and technical
expertise. The purpose of this independent review is to provide
candid and critical comments that will assist the National Academies
of Sciences, Engineering, and Medicine in making each published
proceedings as sound as possible and to ensure that it meets the
institutional standards for quality, objectivity, evidence, and
responsiveness to the charge. The review comments and draft
manuscript remain confidential to protect the integrity of the
process.
We thank the following individuals for their review of this
proceedings: Gail Burrill, Michigan State University; Solomon
Friedberg, Boston College; Niklas Koppatz, University of Helsinki; Aki
Murata, University of Florida; Paivi Portaankorva-Koivisto, University
of Helsinki; and Laura Salo, University of Helsinki.
Although the reviewers listed above provided many constructive
comments and suggestions, they were not asked to endorse the
content of the proceedings nor did they see the final draft before its
release. The review of this proceedings was overseen by James
Roznowski, Delta College. He was responsible for making certain
that an independent examination of this proceedings was carried out
in accordance with standards of the National Academies and that all
review comments were carefully considered. Responsibility for the
final content rests entirely with the rapporteurs and the National
Academies.
Contents
1 INTRODUCTION
2 THE FINNISH EDUCATION SYSTEM
Context for Mathematics Education in the United States and
Finland
The Finnish Education System
3 THE U.S. EDUCATION SYSTEM
Structure of the U.S. Public School System
District Perspective
Key Differences between the Finnish and U.S. Systems
4 TEACHER PREPARATION IN FINLAND
Structure of the Teacher Preparation System
Teaching Practice in Finnish Classrooms
Discussion
5 TEACHER PREPARATION IN THE UNITED STATES
Example: Teacher Education at the University of Minnesota
Challenges
Preparing New Teachers for Diversity
Discussion
Role for Mathematicians in Mathematics Education
6 TEACHER DEVELOPMENT IN FINLAND: RECENT TRENDS
Overview of Training Methods
KOODIAAPINEN—A Massive Open Online Course
INNOKAS—A Network of Schools
Discussion
7 TEACHER DEVELOPMENT IN THE UNITED STATES:
COLLABORATIVE APPROACHES
Overview of Professional Development
Collaborative Approaches
Discussion
8 CLOSING REFLECTIONS
Teacher Preparation
Professional Development
Similarities and Differences
REFERENCES
APPENDIXES
A Workshop Agenda
B Participants List
1
Introduction
For the past 17 years, the U.S. National Commission on Mathematics
Instruction (USNC/MI) has held workshops with mathematics
educators from countries that typically perform well on international
assessments and have a history of strong mathematics education
programs, such as Japan, China, and South Korea. Finland is among
this group. Even though its mathematics education system has some
common characteristics with other top-performing nations, such as a
great social respect for the teaching profession, it also has unique
characteristics. The USNC/MI wanted to learn more about Finland’s
educational system and benchmark their best practices. While this is
not the first time U.S. and Finnish mathematics educators have
discussed educational practices, this workshop focused primarily on
teacher development in both nations in the context of mathematics
education.
Finland’s students are among the highest achievers in
mathematics in the world. In 2015, Finland was among the 21
highest-performing countries on the Programme for International
Student Assessment (PISA) mathematics assessment, and its fourth
and eighth graders scored among the top 10 countries in the 2011
Trends in International Mathematics and Science Study (TIMSS).1
U.S. students’ performance in mathematics has not been at the
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