DEPARTMENT OF MATHEMATICS

CONCLUSTIONS

Outstanding teaching was a hallmark of the Laboratory School Mathematics Department from its genesis at the Iowa State Normal School through its years at Iowa State Teachers College, State College of Iowa, and the University of Northern Iowa.  The math personnel were active teaching all learners from preschoolers to university students majoring in teaching.  College students preparing to become mathematics teachers would observe instruction of the best teaching methods and then practice what they learned in classrooms under the supervision of experienced teachers.  Additionally, teachers would come from public and private schools to visit the Laboratory School classrooms, attend Lab School workshops on and off campus as well as attend conventions where faculty made presentations.

Laboratory School mathematics teachers designed creative, forward-thinking curricular products.  They field tested and evaluated the materials and revised them accordingly.  Then their ideas were shared with other educators.  Projects were disseminated through conferences, workshops, articles in professional publications, and as books and ancillary materials for major U.S. publishing companies.

Why were members of the Lab School Math Department held in high esteem?  How could they be so productive?  How did they find the time to teach, research, write, implement, evaluate, reflect, and share their findings?  

KNOWLEDGE WAS SHARED

After reading professional journals, hearing a speaker, or experimenting with a new strategy in the classroom, faculty members shared their new insights related to teaching and learning.  They learned from each other about approaches for teaching their subject matter.

Achievements by the Mathematics Department were made possible by individual efforts and with support and collaboration of many others.  The Laboratory School Director and the school principals hired exceptional teachers and then encouraged them to pursue creative endeavors.  When possible, the administrators  provided support.  The school’s Directors supported attendance at state, national, and international meetings. After returning from professional assignments, math faculty members discussed new ideas at department meetings.  Contributions to research and service were expected and KNOWLEDGE WAS SHARED!

CREATIVITY WAS VALUED

Across many decades, creativity and collaboration within the Mathematics Department was exemplary.  Often several math teachers worked together on the same project.  Within projects, teachers took on different roles.  Some wrote grant proposals; some developed instructional materials; some worked on evaluation and dissemination.  Faculty members had their own areas of expertise, each contributing to the department and the profession.  When some were heavily involved in special projects or service activities, others taught more classes and performed other duties.  Colleagues shared office space and classrooms.  At weekly meetings ideas flowed freely.

The school environment was ideal for being creative and trying out new ideas.  Some lessons failed, but the faculty learned from successes and failures alike.  The faculty believed that learning should be a continual process for all.  CREATIVITY WAS VALUED!

COLLABORATION WAS THE OVERALL THEME

 Within the Laboratory School Collaboration was also evident across grade levels and disciplines.  Several math endeavors involved secondary and elementary school teachers working together.   At least one teacher at every grade level had a special talent for teaching mathematics.  Some projects crossed disciplines.  Science teachers and math teachers often worked together on joint enterprises involving both disciplines. 

The Mathematics Department worked collaboratively with the university’s Department of Mathematics to jointly offer an annual Conference for Iowa Mathematics Teachers.  The conferences were co-chaired by a faculty member from each department.  The conferences featured many small sessions conducted by Lab School teachers and other faculty from the university.  At its peak, more than 1,000 teachers attended the annual conferences.

Another form of collaboration was the relationship the Lab School Math Department had with math teachers in the public and private schools and with Area Education Agencies.  Many school districts sent teams of teachers to observe Lab School math classrooms which were always open to visitors.  The visitors learned that one of the best ways to evaluate and grow in their teaching skill was to watch other professionals and reflect on their own strengths and weaknesses.  Growing and learning together was a team approach shared with others. And COLLABORATION WAS THE OVERALL THEME.