Making Mathematics Reform a Reality in Middle Schools

让中学数学改革成为现实

• 批准号: 9553579
• 负责人: Raffaella Borasi
• 金额: $ 50.8万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-06-01 至 2002-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9553579&HistoricalAwards=false
• 关键词: Making; Mathematics; Reform; Reality; Middle

9553579 Borasi The University of Rochester (NY) targets all 48 middle school mathematics teachers in four area schools in an experimental model for Local Systemic Change through Teacher Enhancement in Mathematics. The four-year project has a concomitant "research in practice" component involving the ethnographic study of the reform efforts undertaken by the four schools and a comprehensive evaluation of the outcomes of such efforts. The research is expected to yield both basic and applied findings about "best practices" for systemic reform in mathematics, especially at the middle school level. The teacher enhancement component includes introductory and advanced summer institutes and academic year inservice activities that support teachers and school administrators as they build a shared vision for school mathematics and that enable teachers to implement four of the NSF-funded middle school curriculum projects (Seeing and Thinking Mathematically, Mathematics in Context, Connected Mathematics, and MMAP). Each of the 48 teachers receives at least 140 hours of professional development. Of these 48, 8 lead teachers receive a minimum of 220 hours of professional development. Project evaluation addresses (1) the quality and effectiveness of the teacher enhancement component, (2) outcomes of the systemic reform efforts promoted in the four target schools, (3) the rigor and significance of the associated research. Estimated cost-sharing from the University of Rochester, SUNY/Geneseo, Twelve Corners Middle School, Merton Williams Middle School, Honeoye Falls-Lima Middle School, Ada Cosgrove Middle School, and individual partners represents 165% of the NSF award amount.

9553579 Borasi 罗彻斯特大学（纽约州）以四所地区学校的所有 48 名中学数学教师为目标，通过数学教师增强进行地方系统性变革的实验模型。 这个为期四年的项目还有一个伴随的“实践研究”组成部分，涉及对四所学校所进行的改革努力的民族志研究以及对这些努力的结果的综合评估。 这项研究预计将得出有关数学系统改革“最佳实践”的基础和应用结果，特别是在中学阶段。 教师增强部分包括入门和高级暑期学院以及学年在职活动，这些活动支持教师和学校管理人员建立学校数学的共同愿景，并使教师能够实施四个由 NSF 资助的中学课程项目（数学观察和思考、数学背景、关联数学和 MMAP）。 48 名教师每人都接受至少 140 小时的专业发展。 在这 48 名教师中，8 名首席教师接受了至少 220 小时的专业发展。 项目评估涉及（1）教师提升部分的质量和有效性，（2）四所目标学校推动的系统改革工作的成果，（3）相关研究的严谨性和意义。 罗切斯特大学、纽约州立大学/日内西奥分校、十二角中学、默顿威廉姆斯中学、霍尼奥耶福尔斯-利马中学、艾达科斯格罗夫中学和个人合作伙伴的估计费用分摊占 NSF 奖金金额的 165%。