Systemic Reform of Grades 6-12 Mathematics in Rural Virginia

[9724994]弗吉尼亚农村6-12年级帕蒂数学系统改革（SRMRV）是一个为期五年的项目，旨在鼓励和实施弗吉尼亚农村五个学区的高中和初中的系统变革，是弗吉尼亚理工大学与白金汉县、克雷格县、蒙哥马利县、诺特威县和罗阿诺克市的公立学校的合作伙伴关系。参与学校的174名数学教师中的每一位都围绕国家开发的、前沿的、nsf资助的教学材料进行专业发展，这些教学材料将取代传统教科书。该项目的主要目标是为所有174名数学教师提供背景和资源，通过实施数学综合、以解决问题为基础的课程，实现全校数学改革。作为7-12年级数学教师提升的局部系统性变革项目，SRMRV的专业发展重点是加强内容和更新教学方法。一所高中的12名数学教师，在教师已经从事重大专业发展的情况下，接受131学时的强化。同时教授初中和高中数学的参与者将获得268小时的专业发展。所有其他初中和高中数学教师的课时为173小时。教师提升课程围绕以下内容展开：为期十天（两周）的暑期工作坊；一学年的经历作为研究生课程的学分；为期五天（一周）的暑期讲习班，在为期两周的暑期讲习班和其间的研究生课程之后；还有两个小时的后续学年课程。该项目还包括一个关于在课堂上使用技术的小型研究组成部分。定量和定性方法将捕捉技术使用的各个阶段，解决以下问题：*技术的哪些方面是重要的？*科技如何与课程互动？*学生如何使用科技？*教师如何使用技术？费用分摊约占nsf要求的158%，来自参与的学校部门和弗吉尼亚理工大学。

9724994 Patty Systemic Reform of Mathematics 6-12 for Rural Virginia (SRMRV), a five-year project designed to encourage and implement systemic change in the high schools and middle schools of five school divisions in rural Virginia, is a partnership between Virginia Tech and the public schools of Buckingham County, Craig County, Montgomery County, Nottoway County, and Roanoke City. Each of the 174 mathematics teachers in the participating schools engages in professional development built around nationally developed, cutting-edge, NSF-funded instructional material that is to replace traditional textbooks. The project's major objective is to provide all 174 mathematics teachers with the background and resources to achieve whole-school reform in mathematics through the implementation of a mathematically integrated, problem-solving-based curriculum. As a Local Systemic Change through Teacher Enhancement in Mathematics, Grades 7-12, project, the professional development in SRMRV has a focus on strengthening content and renewing pedagogy. Twelve mathematics teachers in one high school, where the teachers have already engaged in significant professional development, receive 131 hours of enhancement. Participants who teach both middle and high school mathematics receive 268 hours of professional development. All other middle and high school mathematics teachers receive 173 hours. The teacher enhancement curriculum is structured around: ten-day (two-week) summer workshops; academic-year experiences that carry credit as graduate courses; five-day (one-week) summer workshops that follow the two-week summer workshops and intervening graduate courses; and two-hour, follow-up, academic-year sessions. The project also incorporates a small research component on the use of technology in the classroom. Quantitative and qualitative methodologies will capture the various phases of technology use, addressing such questions as: * What aspects of technology are important? * How does tech nology interact with curriculum? * How do students use technology? * How do teachers use technology? Cost-sharing, which is approximately 158% of the NSF-request, is derived from the participating school divisions and Virginia Tech.