Mathematics and Science Teacher Enhancement through Chaos and Fractals

通过混沌和分形提高数学和科学教师的能力

• 批准号: 9550052
• 负责人: Heinz-Otto Peitgen
• 金额: $ 111.02万
• 依托单位: Florida Atlantic University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-06-15 至 1999-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9550052&HistoricalAwards=false
• 关键词: Mathematics; Science; Teacher; Enhancement; through

9550052 Peitgen MATHEMATICS AND SCIENCE TEACHER ENHANCEMENT THROUGH CHAOS AND FRACTALS Florida Atlantic University targets 200 middle and secondary school teachers in Broward County, Florida, with enhancement experiences in the exploratory and creative aspects of chaos and fractals. The first year of this 39-month project is devoted to preparation and planning: fifteen lead teachers participate in a three-week summer institute; and write, pilot, and revise several CATEs (Curriculum and Textbook Enhancements) prior to the project's larger-scale teacher enhancement activities in subsequent years. In years 2 and 3, school teams of mathematics and science teachers are recruited from the middle and secondary schools in the Broward County system. They complete an initial three-week summer institute and participate in follow-up activities during the academic year plus one-week in the subsequent summer. Development, field testing, and revision of CATEs is one component of the project; these are clusters of activities that explore ideas drawn from chaos and fractals, and which are used to enhance a topic in the curriculum or to connect a topic with other parts of the curriculum. CATE's are written and based on the Broward County School District curriculum and their state-adopted textbook series. After use throughout this project and further evaluation and testing, the CATEs will be revised for broader use and published. Springer-Verlag of New York has made a commitment to serve as publisher. Project evaluation, in addition to collecting ongoing data for formative evaluation, addresses some of the larger questions: Does the teaching style of the teachers change (as reflected in interviews and in their portfolios) as they become more focused on problem solving? Does the learning of the students (as reflected in interviews and in their portfolios) suggest that they, too, are adopting a more open-ended, exploratory/confirmatory model with respect to mathematics? Evaluation activiti es include interviews, videotaping, standard and open-ended items, and in-class observations. Cost-sharing from Florida Atlantic University and the Broward County School System represents 83% of the NSF award amount.

佛罗里达大西洋大学以佛罗里达州布劳沃德县的200名中学教师为目标，提高他们在混沌和分形的探索性和创造性方面的经验。在这个为期39个月的项目的第一年，主要是准备和规划：15名领导教师参加为期三周的暑期培训；并在项目随后几年的大规模教师提升活动之前编写、试点和修订若干CATEs（课程和教科书改进）。在第二年和第三年，学校的数学和科学教师团队是从布劳沃德县系统的中学和中学招募的。他们完成最初为期三周的暑期课程，并在学年期间参加后续活动，并在随后的夏季参加为期一周的活动。CATEs的开发、现场测试和修订是项目的一个组成部分；这是一组从混沌和分形中探索思想的活动，用于增强课程中的主题或将主题与课程的其他部分联系起来。CATE是根据布劳沃德县学区的课程和国家采用的教科书系列编写的。在整个项目的使用和进一步的评估和测试之后，将对CATEs进行修订，以供更广泛的使用并公布。纽约的斯普林格出版社（Springer-Verlag）已承诺担任出版商。项目评估，除了收集正在进行的数据进行形成性评估之外，还解决了一些更大的问题：教师的教学风格是否会随着他们变得更专注于解决问题而改变（从访谈和他们的作品集中反映出来）？学生的学习（如采访和他们的作品集所反映的）是否表明他们也在采用一种更开放的、探索性的/验证性的数学模型？评估活动包括访谈、录像、标准和开放式项目以及课堂观察。佛罗里达大西洋大学和布劳沃德县学校系统分摊的费用占NSF奖励金额的83%。