By Ellie Herman, Madison Metropolitan School District
Between bites of lunch and rounds of math games, Orchard Ridge third graders and UW–Madison School of Education students are discovering something important — that learning math (and learning to teach it) works best when it’s filled with connection.
This fall, Orchard Ridge Elementary launched a new collaboration with the UW–Madison School of Education to bring future teachers into classrooms earlier in their college careers.
Undergraduate education students enrolled in “Pedagogical Content Knowledge for Teaching Elementary Mathematics” visit during lunch each Monday to play math games that strengthen third graders’ addition, subtraction, and multiplication skills with decks of cards, homemade board games, stacking cubes, and themed word problems.
The collaboration, led by Orchard Ridge Principal Duy Nguyen and UW–Madison Associate Professor Nicole Louie, grew from a shared belief that the best teacher preparation happens not just through studying theory, but through real relationships with children. The two dedicated educators previously worked together in support of the 2023 Wisconsin Act 266, mandating the inclusion of Asian American and Hmong American history, culture, and contributions in schools.
“Typically, teacher education students spend semesters studying theory before entering classrooms,” Nguyen said. “We wanted to give them the opportunity to experience the magic of being curious about kids — to see firsthand how learning happens.”
The partnership benefits both elementary and higher education students. Orchard Ridge students get to experience math as joyful and creative, while future teachers gain firsthand experience building connections and supporting learning.
“It’s one thing to read about teaching strategies,” Louie said. “It’s completely different to watch a child use them in real time. Our college students are learning that relationships are at the heart of all learning. You can’t teach content effectively if a child doesn’t feel seen and valued.”
With about a 1:1 ratio of student teachers to elementary students, the individualized attention has made math come alive, Nguyen said. Students who might have been quiet in class are suddenly all in, energized by the direct support and by the chance to learn from college students who bring diverse experiences, languages, and perspectives to their interactions.
Third grade teacher Kayla Suing added she has even heard students groan when they announce it’s time to head outside for lunch recess.
“It’s so special for a student to know ‘someone is here just for me,’” Suing said.
While the third graders are at lunch recess, Louie and her class reflect on their experience, giving the undergraduates a chance to ask for advice on keeping a student on task or sharing moments of success with each other.
Nguyen and Louie hope the partnership can serve as a model for how teacher preparation and K–12 education can grow stronger together through shared curiosity and care. The collaboration is giving both groups something lasting: third graders gaining confidence and excitement in math, and future teachers gaining a clearer sense of what it means to support learning through real relationships.