Coalition for the Mathematical Preparation of Elementary Teachers

这个为期18个月的项目是扩大现有的联盟之间形成的萨姆休斯顿州立大学，北哈里斯学院和汤博尔学院。最初的联盟是为了实施未来小学教师数学内容课程的变化而成立的。 这些变化是由准小学教师数学课程的指导方针，在1996年开发和传播的文件，由得克萨斯州全州系统性倡议（SSI）和全国知名的标准一致的推动。最初的联盟（SSI联盟）正在扩大到一个两年制学院和大学的网络，寻求振兴小学教师的数学课程。扩大的联盟正在从研究所发展，并通过指导、电子邮件、网页、后续讲习班和通讯得到促进。 扩大的联盟正在使用学生项目手册和教师指南的SSI联盟项目和俄亥俄州国家短期课程材料。这两个项目开发的材料将大量的数学任务与合作学习，操作，技术和写作相结合，挑战学生，同时提高他们对数学的信心和欣赏。 SSI联盟教师的四名成员和一名额外的教师担任高级人员。 他们正在领导其他24名教师参与者，他们正在经历SSI联盟的方法，并指导参与者，因为他们计划在接下来的一年里，通过制定一个新的课程或重组现有的课程与指导方针一致。 该项目雇用了一名教学顾问和一名外部评价员以及一个咨询委员会来指导项目的进展。 正在利用评价来改进教学方法，使之适应当地的条件，并衡量项目的成功程度。

This 18 month project is extending an existing coalition formed among Sam Houston State University, North Harris College, and Tomball College. The original coalition was formed to implement changes in the mathematics content courses for prospective elementary school teachers. These changes were given impetus by the Guidelines for Mathematics Courses for Prospective Elementary School Teachers, a document developed and disseminated in 1996 by the Texas Statewide Systemic Initiative (SSI) and consistent with nationally-known standards. The original coalition (SSI Coalition) is expanding to a network of two-year colleges and universities seeking to revitalize their mathematics courses for elementary teachers. The extended coalition is growing from institutes and is being fostered by mentoring, electronic mail, a web page, follow-through workshops, and a newsletter. The expanded coalition is using the student projects manual and instructor's guide of the SSI Coalition project and Ohio State short course materials. The materials developed by both programs integrate substantial mathematical tasks with cooperative learning, manipulatives, technology, and writing that challenge students while improving their confidence and appreciation of mathematics. Four members of the SSI Coalition faculty and one additional faculty are serving as senior personnel. They are leading 24 other faculty participants who are experiencing the SSI Coalition approach and are mentoring participants as they plan for the ensuing year by crafting a new course or restructuring an existing course consistent with the Guidelines. The project is employing an instructional consultant and an outside evaluator as well as an advisory board to guide the project's progress. Evaluation is being used to refine the instructional approach, to customize it to local site conditions, and to measure the success of the project.