Vermont Mathematics Initiative

Building Capacity across Vermont for High-Quality Mathematics Instruction

The Vermont Mathematics Initiative was developed in 1999 to support highly effective mathematics instruction across the entire state so that all children can learn the rigorous mathematics needed for success in higher education and the workplace.

At the heart of the Vermont Mathematics Initiative is the concept of building a cadre of K-8 mathematics teacher leaders across the state who are deeply knowledgeable in mathematics content and can apply their knowledge to improve mathematics instruction. In turn, these elementary and middle school teacher leaders serve as mathematics resources to all elementary and middle school teachers in their school and/or district in the teaching and learning of mathematics.

Strong mathematics content knowledge is the foundation of the VMI.  Indeed, the overarching philosophy of the VMI can be summarized by the adage competence leads to confidence.  Thus, in the VMI approach to mathematics professional development, VMI participants begin to view themselves as mathematicians, to view mathematics as part of their lives, and to see the world around them in a mathematical light.  The resulting impact of these transformations in the VMI teachers' classrooms and schools is far-reaching. As teachers feel more comfortable with mathematics, the more they are able to effectively communicate their knowledge and convey their enthusiasm to their own students and other teachers.

The Phase 1 and Phase 2 components of VMI

Starting with the 2006-2007 academic year there are two subprograms within the overall VMI program.  These are referred to as Phase 1 and Phase 2 of the VMI.

Phase 1 refers to the 3-year VMI master’s degree program begun in 1999 which trains K-8 teachers to be mathematics leaders in their schools and districts.  To date Phase 1 has graduated 160 teachers with an additional 73 teachers currently enrolled.

Phase 2 refers to the second stage of VMI development, launched in 2006-2007, the ultimate goal of which is to empower all elementary and middle school teachers in Vermont with an 80-hour (6 graduate credits) mathematics course experience taught regionally in which the learning and transfer to the classroom are sustained through mentoring by the district’s VMI Phase 1 trained teacher leaders.