Honors Workshop on the Teaching and Learning of Algebra

这项领导活动项目将为24名模范数学教师和48名准备较少的学校同事提供提升和专业发展的经验。参与者将经过精心挑选，以确保领导教师、他们的两位同龄人和他们的学校管理人员对项目目标的承诺。该项目将根据教师教育的概念模式运作，该模式包括为领导活动构建新知识的五个阶段：示范、实践、反馈、转移指导和领导指导。第一个夏天，24名高中代数教师将在密歇根州立大学校园内参加一个为期三周的研讨会。他们将学习初等代数的概念发展，以及在编码理论和线性规划中的新应用，与初学代数的学生一起观看教学演示，并制定计划和活动，以便在自己的教学中实施。在下一学年，教师将把新的教学实践和代数应用融入他们的课堂，项目工作人员将至少访问课堂三次进行辅导。整个小组将在校园内举行三次会议(5天)，分享和评估进展情况，并计划第二年的外展工作。在为期一周的夏季会议期间，24名荣誉教师将与两名同行合作，开始他们的团队进步。在一九八七至八八学年，主讲教师会继续辅导这些外展教师，并由首席调查员探访和辅导这些外展教师。

This Leadership Activities project will provide enhancement and professional development experiences for 24 exemplary mathematics teachers and 48 of their less well-prepared school colleagues. The overall goals of the project involve the updating and deepening of the participants' mathematical backgrounds and teaching methodologies, the networking of the participants, the conduct of frequent school- and campus-based helping and sharing sessions by the participants and project staff, and the investi-gation of the modelistic approach within a carefully planned documentation, assesssment and evaluation effort. Participants will be carefully selected to assure commitments of the leader teacher, their two peers, and their school administrators to the project goals. The project will operate from a conceptual model of teacher education which encompasses five phases for constructing new knowledge for leadership activities: demonstration, practice, feedback, coaching for transfer, and coaching for leadership. In the first summer 24 high school algebra teachers will participate in a three-week workshop on the campus of Michigan State University. They will study the conceptual development of elementary algebra as well as new applications in coding theory and linear programming, observe teaching demonstrations with beginning algebra students, and develop plans and activities for implementation into their own teaching. During the next school year the teachers will integrate new teaching practices and algebraic applications into their classes, which project staff will visit at least three times for coaching sessions. The entire group will meet three times (5 days) back on the campus to share and assess progress and to plan for the outreach during the second year. During a one-week summer conference, the 24 honors teachers wil work with two peers to begin their team improvement. During the 1987-88 school year the lead teachers will continue to coach these outreach teachers, who will be visited and also coached by the principal investigators.