Michigan's Capacity for Middle School Mathematics Curriculum Reform,
known as the Michigan Middle School Mathematics Reform Project
(M3RP), is a major statewide four-year mathematics improvement
effort coordinated by a team from Western Michigan University.
Its purpose is to improve middle school mathematics achievement
by building capacities of teachers, administrators, and other
stakeholders to align their mathematics programming with state
and national standards. M3RP began July 1, 1999 and will continue
through June 30, 2003.
is a collaborative effort among several state-level organizations
and funded by the
The Herbert H. and Grace A.
Dow Corning Foundation
The Rollin M. Gerstacker
Michigan Department of Education
of the 90 participating school districts has a District Leadership
Team (DLT) that is assisted by the project in facilitating middle
school mathematics improvement in their districts. DLTs include
middle school teacher leaders, administrators, a high school mathematics
teacher, an elementary teacher, and a parent/community representative.
DLTs participate in programs designed to help them explore issues
related to selecting, implementing, and sustaining mathematics
programs. Teacher Leaders (TLs) receive extensive professional
development to deepen their understanding of mathematics content
and pedagogy, as well as how to provide professional development
for colleagues at their home schools. Professional development
for DLTs and TLs is conducted at 7 regional sites (2 sections
in one region). Regional Directors (2 for each region) assist
10-15 districts within their regions in the development and implementation
of strategies for conducting the reform process within their districts.
project objectives for DLTs and TLs can be divided into two categories.
Capacity-building objectives include:
Build DLT capacities to facilitate system change to support
high quality mathematics;
2) Build DLT's knowledge of the nature of and necessity for
high quality middle school mathematics;
3) Help DLTs learn about how to address key components of mathematics
4) Identify supports and barriers in the implementation of a
mathematics program and share with other DLTs;
5) Increase TL's mathematics content knowledge, pedagogical
skills, and professional development facilitation skills; and
6) Increase all participating district middle school mathematics
teacher's content knowledge and pedagogical skills.
for state-level activities include:
Establish working DLTs for each participating district,
2) Conduct two one-day professional development workshops for
DLTs each of the four years of the project,
3) Provide technical assistance to DLTs as they plan and implement
4) Regular and on-going communication among all stakeholders,
5) Conduct 10-day summer institutes for TLs, and
6) Conduct four one-day mathematics content workshops during
the school year for TLs.
the district level, DLTs are expected to conduct professional
development sessions totaling at least 100 hours for middle school
mathematics teachers who are not TLs over the course of the four
years to build their content and pedagogical knowledge. Core M3RP
staff will work with DLTs in implementing district-level activities,
make site visits to districts, and assess the work of the DLTs.