Students and Teachers Acquiring Mathematical Power

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This three-year project will provide teachers from three San Francisco high schools with high minority enrollments with the tools with which to rebuild their college-track mathematics classes. With the assistance of university mathematicians, a total of approximately 25 high school mathematics teachers will examine exemplary curricular materials in mathematics, incorporate them into their classes, and adapt to the early high school setting a model of collaborative learning that has proven successful with minority college freshmen. Each summer, 12 high school teachers and 3 junior high school teachers will participate in a six-week workshop that includes deepening their own understanding of mathematics, studying and adapting exemplary materials, and testing those materials in a "transition summer school." During the academic year, each of the high school teachers will spend one hour per day in curricular planning and the preparations of inservice workshops. Project staff will meet weekly with participants in their individual schools and monthly with the participants as a group. Dissemination of the project's impact beyond the three participating schools will include a district-sponsored two-week summer institute, the inclusion of project teachers in the district's mentor teacher program, and the participation of project teachers on district and state curriculum committees. The university and the school district are contributing as cost- sharing an amount equal to 77% of the NSF award.