Technical Assistance Overview

It is possible to help students improve their math skills through participation in CTE courses! The National Research Center for Career and Technical Education is moving the compelling results from the evidence-based research study into classroom practice by making Math-in-CTE technical assistance readily available at the request of states.

Grounded in Evidence-Based Research

It’s good news! The Math-in-CTE research project showed that high school students who participate in a math-enhanced CTE curriculum develop a better understanding of mathematical concepts than do their counterparts who participate in the traditional CTE curriculum. Moreover, they improve their math skills without losing important technical skills. Multiple sources of data from the study also revealed five core principles which are integral to all technical assistance activities conducted by the NRCCTE team:

1) Develop and sustain a community of practice.
2) Begin with the CTE curriculum, not the math curriculum.
3) Understand math as an essential workplace skill.
4) Maximize the math in CTE curricula.
5) Recognize CTE teachers as teachers of math-in-CTE, not as math teachers.

A Process and a Pedagogy

The Math-in-CTE model is not a curriculum; rather, it is a process and a pedagogy through which the math that naturally occurs in existing CTE curricula may be enhanced. In other words, CTE teachers are not asked to replace their curriculum. Instead, while working with math teacher partners in larger communities of practice, they learn to interrogate the curricula they already teach in order to identify the intersection of CTE and math concepts. They then create math-enhanced CTE lessons using a seven-element pedagogic model and develop scope and sequence plans for integrating the lessons into their courses. Between the workshops, CTE teachers meet regularly with their math partners as they prepare to teach the lessons.

Math-in-CTE Technical Assistance

By working with states and regional consortia, the NRCCTE makes available this tested model of integrated mathematics instruction to CTE educators across the country. Technical assistance services are delivered by experienced researchers and facilitators who participated in the original study and who are deeply committed to the improvement of CTE courses and programs. 

The NRCCTE is available to respond to your requests for technical assistance in three ways. Click on these links to learn more about the options best for your state or region:

• Introductory Presentations and Workshops
• Math-in-CTE Jump-Start Initiative (Starts this December at ACTE)
• Full Implementation of the Math-in-CTE Model

Click here to read more about Math-in-CTE technical assistance activities in the states: Technical Assistance Newsletters

Requesting Technical Assistance

Math-in-CTE technical assistance services are provided at the request of states or consortia on a cost-recovery basis. Grounded in evidence-based research, the Math-in-CTE approach to professional development supports the NCLB goal of improving math skills and is consistent with Perkins IV legislation, which calls for extended professional development and the integration of CTE and academics. Information is available to help you learn more about how to include Math-in-CTE as a part of your Perkins IV plan.

If your state or region is interested in requesting Math-in-CTE technical assistance, please contact us for more information.

Please contact Aldora Lemon at:

Phone: (612) 624-3000
Toll free: (800) 322-9664
Fax: (612) 624-7757
E-mail: lemon021@umn.edu