The Math Forum

- 小行星9618223 互联网为数学教育的发展提供了巨大的机遇。它解决了对教育的需求，这种教育将对个人需求作出反应，并提供广泛的资源和支持关系。教师寻求获得丰富的策略，活动和有趣的数学，以及同行，导师和专业人士的社区。我们希望学生能够通过一个远远超出他们当地资源和经验的网络，找到掌握基础数学和追求丰富调查的支持。 为了培养这样的机会，数学论坛将实施我们的虚拟数学教育中心的全面版本。在接下来的三年里，我们将集中精力应用，扩展和传播我们正在学习的关于使用互联网通信的知识，以整合三个关键活动：1）在参与数学教育的许多团体中建立社区，2）用户建设，评估和组织材料和项目，以及3）在线教育指导和促进。他的项目可以作为其他领域的模板。 数学论坛的优势在于它专注于使用互联网工具来创建一个活跃的社区和一个深度，组织良好的资源中心。实质性的材料是从学生，教师，数学家，有关家长和教师教育者的互动产生的。互动项目的成功，如问数学博士和几何问题的一周，导致服务，可以应用到其他领域。通过我们与教师增强项目的合作，我们已经开始开发将专业发展经验转化为在线课程和培训资源的流程。每周，成千上万的教师和学生访问数学论坛网站，他们希望将互联网数学教育材料融入他们的教学和学习中。 有许多课程和教师提高项目需要支持，以向教师和学生分发其材料和创新。这些项目可以从我们在互联网数学教育方面的经验、我们的软件工具以及我们在向互联网过渡方面的支持中受益。通过加强论坛网址，用户将受益于这些项目为网上社区带来的大量材料和新的参与者。此外，参与者将有机会塑造和促进在线程序。 我们将把我们的工作重点放在利用一组精心挑选的现有数学教育项目，希望开发一个互联网的存在活动。通过这种方式，我们可以正式与一些项目合作，同时保持论坛对技术转让和咨询的关注。我们的合作伙伴是经过精心挑选的，代表了探索上述三项活动可行性所需的各种背景。它们包括课程和软件出版商、暑期数学方案、教师评估、网络和学校改革方面的系统性举措、职前教师教育、互动式互联网服务、教师和学生辅导项目，以及涵盖所有年级并涵盖许多不同社会经济和文化社区的专业组织。 在三年内，我们将建立一个财团，在赠款完成后承担论坛的管理工作。我们还纳入了将成熟项目的责任转移给现有机构或自我维持的收费服务的机制。根据该项目的规模，设计了一个认真和详细的评估程序。我们将对成千上万的教育工作者产生直接影响，并支持每年数百万美元的活动。评价将提供信息，用于优化这一努力的影响，并记录用户和机构伙伴参与的过渡。我们将了解到虚拟中心作为改革的推动者和社区的促进者的可行性。 ***

- 9618223 Klotz The Intemet offers great opportunities for improving mathematics education. It addresses the need for education that will be responsive to individual needs and make accessible a wide range of resources and supporting relationships. Teachers seek access to a wealth of strategies, activities, and interesting mathematics, together with a community of peers, mentors and professionals. We expect students to find support for mastering fundamental mathematics and pursuing rich investigations through a network that reaches well beyond their local resources and experience. In order to cultivate such opportunities the Math Forum will implement a full-scale version of our virtual center for mathematics education. Over the next three years we will concentrate our efforts on the application, scaling, and dissemination of what we're learning about the use of Internet communications to integrate three key activities: 1) community-building across the many groups involved in math education, 2) user construction, assessment, and organization of materials and projects, and 3) online educational mentoring and facilitation. The results of t,his project can serve as a template for other fields. The strength of the Math Forum is its focus on using Internet tools to create an active community and a deep, well-organized resource center. Substantive materials are generated from the interactions of students, teachers, mathematicians, concerned parents, and teacher educators. The success of interactive projects such as Ask Dr. Math and the Geometry Problem of the Week has resulted in services that can be applied to other areas. Through our collaborations with teacher enhancement projects we have begun to develop processes for turning professional development experiences into online courses and training resources. Each week the Math Forum Web site is visited by thousands of teachers and students who want to integrate Internet math education materials into their teaching and study. There are many curriculum and teacher enhancement projects needing support for distributing their materials and innovations to teachers and students. These projects can benefit from our experience with Internet math education, our software tools, and our support in making the transition to the Internet. Through enhancements to the Forum Web site, users will benefit from the extensive contributions of materials and the new participants these projects will bring to the online community. Additionally, participants will have opportunities to shape and contribute to online programs. We will focus our work on leveraging the activity of a carefully selected group of existing math education projects that wish to develop an Internet presence. In this way, we can work formally with a number of projects while maintaining the Forum's focus on technology transfer and consulting. Our partners have been carefully selected to represent the range of contexts necessary to explore the viability of the three above-named activities. They include curriculum and software publishers, summer mathematics programs, teacher assessment, systemic initiatives in networking and school reform, pre-service teacher education, interactive Internet services, teacher and student mentoring projects, and professional organizations covering all grade levels and encompassing many different socioeconomic and cultural communities. Over the course of the three years we will build a consortium to assume management of the Forum upon completion of the grant. We have also incorporated mechanisms to shift responsibility for mature projects to existing institutions or self-sustaining, fee-based services. A careful and detailed evaluation process has been designed in keeping with the scale of this project. We will have a direct effect on thousands of educators and support millions of dollars in activity each year. The evaluation will provide information used to optimize the impact of this effort and to document transitions in user and institutional partner pa rticipation. We will learn much about tile viability of a virtual center as an agent of reform and a facilitator of community. ***