A Model for the Mathematics Preparation of Elementary School Teachers

伊利诺伊大学芝加哥分校寻求资金， 三年计划：数学模型 培养小学教师。 的PI 建议调整所需的顺序， 小学数学课程 教师为了发展数学思维， 解决各种主题的问题的情况， 与其他学科建立联系。 这些课程将 旨在建立积极的信念系统， 数学的本质和学习的过程， 教数学 课程的主要组成部分是 在多元文化环境中的校本经验， 数学大师们通过 与PI一起工作。 项目中的学校 人口众多的少数民族，主要是黑人 西班牙裔。 学生将在学校观察， 分析在校大学生课堂录像 数学课。 教师将帮助发展 程序，特别是解决问题的情节，以及 他们将担任该项目的顾问委员会成员。 该项目还将满足商业活动的需要。 教师谁有不足的数学背景， 在进入之前必须参加补习课程 初等数学课程序列 相反，这些 学生将被允许参加新的课程， 获得额外的帮助， 数学技能和态度。 因为至少有50%的 补习班的学生是少数 学生，该计划将解决平等的问题 所有人都可以访问。 项目工作人员还将与 新教师在第一年的教学中， 每周一次的支持会议， 额外的准备。 编制的材料 该项目将有三个不同的集合：一个问题集， 讨论和解释了 教师;一个类似的设置为在职教师， 更多的教学见解和评估内容 以及儿童的问题;以及一整套 大学教师参考资料， 数学教育研究 最初，材料 将通过NCTM和 大学最终，一个出版商将制作材料， 可商购获得。 伊利诺伊大学芝加哥分校正在提供一个 成本分摊金额等于NSF成本的25%。 阿贡实验室提供计算机设备。

The University of Illinois, Chicago seeks funding for athree year program: A Model for the Mathematics Preparation of Elementary School Teachers. The PI proposes to restructure the sequence of required mathematics courses for elementary school preservice teachers in order to develop mathematical thinking through problem solving situations on a variety of topics which make connections to other disciplines. The courses will be designed to develop positive belief systems about the nature of mathematic and the process of learning and teaching mathematics. A major component of the course are school-based experiences in multicultural settings with master teachers who have studied mathematics through inservice programs with the PI. The schools in the project are heavily populated with minorities, primarily Blacks and Hispanics. Students will observe in the schools and analyze in the college classroom video recordings of school mathematics classes. Teachers will help to develop the program, in particular the problem solving episodes, and they will serve on the project's advisory board. The project will also serve the needs of preservice teachers who have deficient mathematics backgrounds and would have to take remedial courses before entering the elementary mathematics course sequence. Instead, these students will be allowed to take the new courses and will be given additional help which will enhance their mathematical skills and attitudes. Since at least 50% of the preservice students in the remedial track are minority students, the program will address the issue of equal access for all. The project staff will also work with the new teachers throughout their first year of teaching, with weekly support meetings in which they will receive additional preparation. The materials developed for the project will be three distinct sets: a problem set with discussions and explanations for the preservice teachers; a similar set for the inservice teacher with additional pedagogical insights and assessments components as well as problems for children; and a complete set of materials for college instructors with references to mathematics education research. Initially, the materials will be disseminated at cost through NCTM and the University. Eventually, a publisher will make materials available commercially. The University of Illinois, Chicago is providing a cost-share amount which is equal to 25% of the NSF cost. Argonne Laboratories are providing computer equipment.