Michigan State Mathematics Project for Teachers of Minority Youth

密歇根州立少数族裔青年教师数学项目

• 批准号: 9055435
• 负责人: Irvin Vance
• 金额: $ 56.8万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-06-15 至 1995-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9055435&HistoricalAwards=false
• 关键词: Michigan; State; Mathematics; Project; Teachers

Michigan State University seeks funds for a three-year program to promote the improvement of the teaching of mathematics to middle school minority students. This will be accomplished through a three-week summer workshop for Professional Development Teams of middle school mathematics teachers and support people (secondary or college mathematics teachers, supervisors or administrators) from eleven urban school districts in Michigan. Current exemplary materials in the teaching of algebra, geometry and visualization, probability and statistics, and contributions of African-Americans to mathematics will be used. Participants my earn six hours of graduate credit for the summer workshop. School year follow-up activities will include two, one-day conferences and two visits by staff members to each of the school districts. Each year 45 middle school mathematics teachers and support people will be enhanced and expected to return to their schools as teacher-leaders to enhance an additional 225 second-wave teachers. In all 810 teachers and support people should be enhanced during the lifetime of the project. Michigan State University's cost-sharing will account for 13% of the NSF budget. Reaching, teaching and retaining minority students in mathematics is an NSF and indeed a national goal of the highest priority. This project has the potential of providing a prototypic model for an in-service delivery system capable of empowering teachers to achieve this goal.

密歇根州立大学为一项为期三年的计划寻求资金，以促进改善少数民族中学学生的数学教学。这将通过为来自密歇根州11个城市学区的中学数学教师和支持人员(中学或大学数学教师、主管或行政人员)的专业发展团队举办为期三周的暑期研讨会来实现。将使用目前在代数、几何和可视化、概率和统计以及非裔美国人对数学的贡献等教学中的示范材料。参加暑期工作坊的学员可以获得六个小时的毕业学分。学年的后续活动将包括两次为期一天的会议和工作人员对每个学区的两次访问。每年将有45名中学数学教师和辅助人员得到加强，并有望以教师带头人的身份回到学校，以增加225名第二批教师。总共有810名教师和支持人员应该在项目的生命周期内得到加强。密歇根州立大学的分摊费用将占NSF预算的13%。培养、教授和留住数学方面的少数民族学生是国家科学基金会的一项目标，实际上也是国家最优先考虑的目标。该项目有可能为能够增强教师能力以实现这一目标的在职教学系统提供一个原型模式。