Mathematics and Science Teacher Enhancement through Chaos and Fractals

小行星9550052 通过混沌和分形提高数学和科学教师的能力 佛罗里达大西洋大学的目标是佛罗里达布劳沃德县的200名中学教师，他们在混沌和分形的探索性和创造性方面有着丰富的经验。 这个为期39个月的项目的第一年是专门准备和规划：15名带头教师参加为期三周的暑期研究所;并编写，试点，并修改几个CATE（课程和教科书增强）之前，该项目的大规模教师增强活动在随后几年。 在第二年和第三年，从布劳沃德县系统的初中和高中招聘数学和科学教师。 他们完成最初为期三周的夏季研究所，并参加学年期间的后续活动以及随后夏季的一周活动。 CATE的开发，现场测试和修订是该项目的一个组成部分;这些是探索从混沌和分形中得出的想法的活动集群，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的是书面的，并根据布劳沃德县学区的课程和他们的国家采用的教科书系列。 在整个项目中使用并进行进一步评估和测试后，将对CATE进行修订，以便更广泛地使用并发布。 纽约的斯普林格出版社已承诺担任出版商。 项目评估，除了收集正在进行的数据形成性评价，解决一些更大的问题：教师的教学风格改变（反映在访谈和他们的投资组合），因为他们变得更加专注于解决问题？ 学生的学习（如在访谈和他们的档案袋中所反映的）是否表明他们在数学方面也采用了一种更开放的、探索性/验证性的模型？ 评估活动包括访谈、录像、标准和开放式项目以及课堂观察。 来自佛罗里达大西洋大学和布劳沃德县学校系统的费用分摊占NSF奖励金额的83%。

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.