Quantitative Literacy: Leadership Training for Master Teachers and Mainstream Educators

美国统计协会（American Statistical Association）赞助的“数量素养项目”（Quantitative Literacy Project）将通过提供详细的课程框架，促进K-12数学课程中的统计学教学；培训240名初中和高中教师，让他们使用精心策划的战略实施这些框架，这些战略在地方一级得到支持；通过使用参与者收集和测试的材料和方法。将从一组数学主管、地区数学协调员和经验丰富的统计教师那里获得建议。该小组将在为期三天的督导会议上开会，以确定主题的范围和顺序，并解决教师培训材料开发的相关需求。有了这个框架，将在一个连续的地理区域开发一个为期五天的示范教学计划，在这个区域可以开发一个支持网络。该网络由国家主管部门支持，将包括20名中学数学“大师”教师、20名高中数学“大师”教师、来自大学和行业的当地统计学家以及数学教育教授。每位教师将从一所学校中选出，这所学校将确保在秋季学期教授统计学单元，并将允许主教师每两周参加六次两小时的后续讨论小组。在项目的第二年，将由资源统计学家主持另外5个学院，共有40名教师。在第三年结束时，当后续工作和评价工作完成时，该项目应产生：一份资源人员名单，包括统计教师、大学和工业界的统计学家和数学教育工作者；在职统计培训的材料；关于如何教授统计学基本主题的手册；所有基本主题的计算机软件；数量素养材料未涵盖的主题的参考资料；涵盖所有基本主题的课程材料；K至12年级统计教学的详细范围和顺序文件。

The Quantitative Literacy Project, sponsored by the American Statistical Association will promote the teaching of statistics in the K-12 mathematics curriculum by providing detailed curriculum frameworks; by training 240 middle school and high school teachers to implement these frameworks using carefully planned strategies which are supported at the local level; and by using materials and methods collected and tested by the participants. Advice will be obtained from a group of mathematics supervisors, district mathematics coordinators and experienced teachers of statistics. This group will meet at a Supervisors Conference for three days in order to define the scope and sequence of topics and address the related needs of materials development for teacher training. With the framework in place a five-day model teaching program will be developed in one contiguous geographic region in which a support network can be developed. This network, supported by the state supervisor will include 20 "master" teachers of middle school mathematics, 20 "master" teachers of high-school mathematics, local statisticians from universities and industries, and mathematics education professors. Each teacher will be selected from a school which will assure that a unit on statistics can be taught in the fall term, and will allow the master teacher to attend six follow-up two hour discussion groups every two weeks. In the second year of the project five additional institutes of 40 teachers will be hosted by resource statisticians. At the end of the third year, when the follow-up and evaluation are completed, the project should produce: A list of resource persons, including teachers of statistics, statisticians at universities and in industry, and mathematics educators; materials to conduct in-service training in statistics; a manual on how to teach basic topics in statistics; computer software for all basic topics; references for topics not covered by Quantitative Literacy materials; curriculum materials that cover all basic topics; a detailed scope and sequence document for teaching statistics, grade K through 12.