Students and Teachers Acquiring Mathematical Power

学生和教师获得数学能力

• 批准号: 8850993
• 负责人: Leon Henkin
• 金额: $ 55.65万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-08-01 至 1993-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8850993&HistoricalAwards=false
• 关键词: Students; Teachers; Acquiring; Mathematical; Power

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.

这个为期三年的项目将为旧金山三所少数族裔高中的教师提供工具，帮助他们重建大学数学课程。在大学数学家的协助下，总共约25名高中数学教师将研究数学方面的示范课程材料，并将其纳入课堂。并适应高中早期的合作学习模式，这种模式在少数民族大学新生中已经被证明是成功的。每年夏天，12名高中教师和3名初中教师将参加为期六周的研讨会，其中包括加深他们对数学的理解，学习和改编示范材料，并在“过渡暑期学校”对这些材料进行测试。在学年期间，每位高中教师每天将花一个小时进行课程规划和在职研讨会的准备工作。项目工作人员将每周与参与者在他们各自的学校会面，每月与参与者作为一个团体会面。将计划的影响传播到三所参与学校之外，将包括地区赞助的为期两周的暑期研修，将计划教师纳入地区的导师教师计划，以及计划教师参与地区和州课程委员会。这所大学和学区将分担相当于国家科学基金会奖金77%的费用。