Mathematics Improvement Initiative

这是一个为期三年的项目，目标是密西西比州东北部阿巴拉契亚地区六个县的小学和初中教师。该项目涉及来自代表14个农村学区的52所学校的管理人员、监督员、协调员和教师。管理人员接受相当于三天的培训和指导，让他们熟悉项目的信任、范围和期望。其中一些活动的资金来自外部来源。在第一个夏天，主管们参与了100多个小时的讲习班体验，使他们能够为他们所在地区的教师准备自己的讲习班。参与者将在52所小学和初中各建立一个数学资源中心和实验室，在那里他们将举办在职课程，将讲习班扩展到所在学校的其他教师。此外，还有一个组成部分，涉及父母以及社区中的商业和工业领袖。该项目的第二个和第三个暑期的重点是培养主要教师，他们将在目标学校担任辅导人员。这些课程的数学内容融合了技能培养和问题解决，涵盖了学校课程中的主要主题领域。例如，除了几何和预代数外，还有一些课程是以算术主题为基础的。教学部分包括关于诊断、补救和材料开发方法的会议。在每一个中间年的后续活动中，工作人员帮助领导和主要教师，为地区的其他教师举办工作人员发展会议。这些活动主要在资源中心进行。

This is a three year project aimed at the elementary and junior high school teachers in six Appalachian counties of northeast Mississippi. The project involves administrators, supervisors, coordinators, and teachers from 52 schools representing 14 rural school districts. The administrators receive the equivalent of three full days of orientation and instruction to give them familiarity with the trust, scope, and expectations of the project. Some of these activities are funded from external sources. During the first summer the supervisors are involved in over 100 hours of workshop experiences to enable them to prepare their own workshops for teachers in their districts. The participants are to establish a mathematics resource center and laboratory in each of the 52 elementary and junior high schools in which they will conduct inservice sessions that extend the workshop to other teachers at their schools. Also, there is a component involving parents as well as business and industrial leaders in the communities. The second and third summers of the project place emphasis on developing master teachers who are to serve as resource personnel at the targeted schools. The mathematics content of the courses is a blend between skill building and problem solving and covers the main topic areas in the school program. There are, for example, sessions underlying arithmetic topics as well as geometry and pre-algebra. The pedagogical component includes sessions on diagnosis, remediation, and methods of materials development. Follow-up activities during each of the intermediate years have the staff helping the leaders and master teachers conducting staff development sessions for other teachers in the districts. These activities take place primarily in the resource centers.