Interactive Mathematics Teacher Preparation Project

小行星9354776 本提案阐述了一个新的本科数学教育计划的发展，包括三个新的课程，本科副中学数学教师和两个新的课程，在发展入门级数学的基础上证明中学改革课程。发展课程是根据备受赞誉的中学数学课程改革-互动数学项目-改编的。这些培训课程提供有关新的改革课程所依据的哲学、态度、目标和方法的培训，并包括提供经改编的国际教育方案材料的具体培训。副教师参加了一个高度结构化的实地经验的基础上改革的想法，因为他们实际上教（在数学教育教师的监督下），两个新的发展课程，以大学生的入门级数学缺陷。 该项目是在两个不同的设置进行：CSU，奇科（一个典型的四年制机构，有补救的学生和教师准备计划），并在加州大学欧文分校（一个研究机构与兼职教师）和尔湾谷学院（一个社区学院，有大量的补救学生）之间的合作设置。课程，材料和实施设计的开发允许轻松出口到全国各地的高等教育环境。 这一创新性的数学教师发展建议既为中学数学教师培养计划与改革理念的结合提供了重要的进步，也为学生入门级数学问题的增长瓶颈提供了经济的解决方案。 *y

9354776 Fisher This proposal articulates the development of a new undergraduate mathematics education program consisting of three new courses for undergraduate preservice secondary mathematics teachers and two new courses in developmental entry level mathematics based on proven secondary reform curriculum. The developmental courses are adaptations of the highly acclaimed reform secondary mathematics curriculum, the Interactive Mathematics Project (IMP). The preservice courses provide training in the philosophies, attitudes, objectives, and methods underlying the new reform curriculum and include specific training in the delivery of the adapted IMP materials. The preservice teachers participate in a highly structured field experience based on reform ideas as they actually teach (under the supervision of mathematics education faculty), the two new developmental courses to college students with entry level mathematics deficiencies. The project is conducted in two distinct settings: CSU, Chico (a typical four year institution that has remedial students and a teacher preparation program) and in a collaborative setting between the University of California, Irvine (a research institution with preservice teachers) and Irvine Valley College (a community college that has a large population of remedial students). Development of the curriculum, materials, and implementation design allows easy export to either higher educational setting throughout the nation. This innovative preservice-developmental proposal provides both an important advancement in aligning secondary mathematics teacher preparation programs with reform ideas and an economical solution to the growing bottleneck of students with entry level mathematics problems. ***y