Teachers Empowering Teachers: Vertically-integrated, Inquiry-based Geometry in School Classrooms

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93-55671 Abstract This thirty-five month project hosted at St. Olaf College at a cost of $633,762 with non-NSF cost-sharing reported at $209,985 will involve 50 middle (grades 6-9) and upper grade (10- 12) teachers to improve their teaching of geometry using hands-on materials and technology to promote student inquiry. The teachers will participate, as district teams, in two four-week summer institutes with the purpose of creating scenarios that will initiate vertically-integrated geometry curricular change in their districts. The project will generate guidelines for teacher enhancement projects to create and sustain inquiry based teaching of mathematics, grades 6-12, with an impetus from geometry related topics. In the first summer, participants will expand their knowledge of geometry, instructional skills using manipulatives and technology, and construction of inquiry-based scenarios. During the year, they will establish networks and observe mentors and colleagues for learning and reflection. In the second summer, they will expand their knowledge, learn to provide staff development, and begin vertically-integrated curricula. During the second academic year, participants will teach and revise their lessons/scenarios and provide staff development to their colleagues in the district. The project will culminate with a national conference on the teaching of geometry with participant-team scenarios highlighted as examples of a vertically-integrated inquiry curricula using technology and manipulatives. The project will focus on building teacher skills and confidence in the teaching of geometry and related topics with technology and manipulatives in an inquiry mode. From this first level, the participants will move to establishing scenarios and units for use by their colleagues in their district. The participants will gain skills in staff development and school change to enhance district implementation of their efforts. Districts will contribute through co llaborative planning opportunities, within and across buildings, and opportunities to work with colleagues on curriculum and classroom change.