Making Math Count: A Training Program for Middle School Mathematics Teachers

让数学变得有价值：中学数学教师培训计划

• 批准号: 8850990
• 负责人: David Gay
• 金额: $ 39.85万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-05-01 至 1993-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8850990&HistoricalAwards=false
• 关键词: Making; Math; Count; Training; Program

This 3.5-year project provides a model for teacher enhancement that incorporates instruction in mathematics content and methodology with extensive discussion of techniques for increasing the interest of middle school students, especially girls and minorities, in mathematics. Each summer, 30 mathematics teachers from middle schools in Arizona will participate in a three-week institute that includes courses in mathematics, the use of microcomputers, and encouraging students in mathematics, as well as a seminar on curriculum revision. Academic-year activities consist of visits by the project staff to the participants' classrooms, inservice sessions conducted by participants for their colleagues, and a two-day workshop in the spring. The evaluation will measure the participants' knowledge of mathematics, their attitudes towards teaching it, and their students' attitudes towards learning it. The university and the school systems are contributing an amount equal to 32% of the NSF award as cost-sharing.

这个为期3.5年的项目为教师的提高提供了一个模式， 将数学内容和方法的教学与 广泛讨论提高中间人兴趣的技术 学校学生，特别是女孩和少数民族的数学。 每个 今年夏天，来自亚利桑那州中学的30名数学教师将 参加为期三周的研究所，其中包括课程， 数学，微型计算机的使用，并鼓励学生在 数学，以及课程修订研讨会。 学年 活动包括项目工作人员访问参与者的 教室，参加者为他们的 一个为期两天的研讨会在春天。 评价将 测量参与者的数学知识，他们的态度， 以及学生对学习的态度。 大学和学校系统的贡献是相等的 NSF奖金的32%作为成本分摊。