Number of students we have reached in over 34 of the United States and territories.
Rural and Urban Districts
Number of partners in Northern and Southern California.
Number of teachers we have helped develop their professional knowledge for teaching mathematics.
Just in Time Professional Development
The Curtis Center's Just In Time professional development approach brings mathematics faculty together in course-alike groups throughout the year to further their development of the deep professional mathematical and pedagogical understandings required to engage students in rigorous and engaging mathematics, pursuing conceptual understanding, fluency and authentic, culturally-relevant application with equal intensity.
Sessions include examination of UCLA Mathematics Department Curtis Center model lessons specifically designed to foster student engagement in the Standards for Mathematical Practice around grade level mathematics. The approach is called "Just In Time" because sessions are custom-designed to be in sync with the school or district's instructional sequence to facilitate maximal implementation.
Scope and Sequence Design
The UCLA Curtis Center for Mathematics and Teaching can work with your mathematics faculty to further align your current Scope and Sequence to the rigor of the Common Core State Standards. This work normally includes: removing content superfluous to the Common Core Standards, adding in missing standards content, and reordering standards with an eye towards mathematical and pedagogical integrity. This process normally results in deeper faculty understanding of the intended meaning of the standards, an improvement in each course's mathematical “flow”, and content sequencing more in tuned to student motivation.
The UCLA Curtis Center for Mathematics and Teaching can provide highly customized services to our partner's needs. To provide this level of customization, we have built a team with experience teaching in a variety of school settings; serving on a variety of state and national panels; and experience authoring K-12 and adult curriculum, as well as formative and summative assessments. As part of UCLA’s dedication to civic engagement, we aim to intertwine our expertise with those of your mathematics faculty and school leadership for the betterment of all our children.
Applied Mathematics Task Writing Course
A master class in writing meaningful real world mathematics problems for use in K-12 classrooms. In this online course, the UCLA Curtis Center for Mathematics and Teaching shares its experience authoring over 100 Smarter Balanced Performance Tasks and over 300 K-12 mathematics activities with teachers from around the country. Teachers collaborate with professional mathematicians and mathematics educators in the Curtis Center Task Development Protocol to author their own mathematics classroom activity. From identifying engaging, accessible bridging contexts to final edit and rubric development based on analysis of micro-pilot data gleaned from their own students, teachers learn how to design tasks that engage students in culturally relevant and creative problem solving and justification.
Observation and Coaching
The UCLA Curtis Center’s coaching service engages classroom teachers in one-on-one coaching with a Curtis Center Mathematics Specialist that is focused on classroom implementation of a Just-In- Time lesson. Coaching sessions aim to facilitate teacher engagement of students in the mathematics practice standards and in the content standards for the course they teach. Teachers will implement a Just- In-Time lesson with a non-evaluative observer in the room using the Observation Protocol to note evidence of student learning of the mathematics of the lesson. The teacher will then analyze the observers Observation Protocol notes and student work from the Just- In-Time lesson together with a Curtis Center Mathematics Specialist to assess student learning relative to the lesson event.
Collaborative Lesson Research
The UCLA Curtis Center’s Collaborative Lesson Research (CLR) professional development engages K-12 mathematics faculty in a multi-step process to improve mathematics teaching practices in the classroom. Curtis Center specialists trained in Teaching Through Problem-Solving (TTP) and CLR engage a team of teachers and administrators in one cycle of CLR by facilitating:
1. assessment data review to select the mathematical focus of the lesson,
2. development of a lesson research question for the CLR,
3. creation of a TPP-style lesson,
4. the public teaching of the lesson, and
5. post discussion & reflection on the lesson.
Ask a Mathematician
Ask a UCLA Mathematician or Mathematics Educator your question! From topology to teaching strategies, from Common Core to combinatorics, and from differential equations to differentiated instruction, we'd love to be a help to you.