Systemic Reform of Mathematics K-5 for Virginia

弗吉尼亚州 K-5 数学系统改革

• 批准号: 9911558
• 负责人: Clarence Patty
• 金额: --
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-04-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9911558&HistoricalAwards=false
• 关键词: Systemic; Reform; Mathematics; Virginia

9911558PATTYFunded under the guidelines for "Local Systemic Change through Teacher Enhancement," this five-year project is a partnership among Virginia Tech, the Albemarle County Public Schools, and the Montgomery County (Va.) Public Schools. The project expands to the elementary grades the partner's ongoing, common work with middle and high school teachers of mathematics in the Local Systemic Change (LSC) project "Systemic Reform of Grades 6-12 Mathematics in Rural Virginia." All 629 teachers who teach mathematics in the 27 elementary schools in the two participating county systems receive at least 130 hours of professional development and support for curricular implementation. Albemarle County has adopted "Investigations in Number, Data and Space," and Montgomery County has narrowed its selection to "Investigations" or "Everyday Mathematics." The professional development consists of summer institutes beginning prior to implementation, and sessions that are held throughout the school years for the duration of the project. The project provides 173 hours of professional development for the teachers at all grade levels, K-5. Leadership is provided by teams, with each team consisting of a university faculty member, a mathematics supervisor/coordinator, one additional leader in each county, and six elementary teacher leaders. A cadre of 54 teacher leaders -- two in each school -- contributes to the sustainability of the project beyond the life of its NSF funding. In addition to the required LSC core evaluation, the project's evaluation includes a component to track change/growth in teacher's content knowledge, as well as attitudes and beliefs towards mathematics. Auditable cost sharing is derived from Virginia Tech and the partnering school districts.

9911558帕蒂根据“通过教师提高地方系统性变化”的指导方针资助，这个为期五年的项目是弗吉尼亚理工大学，Albemarle县公立学校和蒙哥马利县（弗吉尼亚州）之间的伙伴关系。公立学校。 该项目扩大到小学年级的合作伙伴正在进行的，共同的工作与初中和高中数学教师在当地系统性变化（LSC）项目“系统改革等级6-12数学在弗吉尼亚州农村。“在两个参与县系统的27所小学教数学的所有629名教师都接受了至少130小时的专业发展和课程实施支持。 Albemarle县采用了“数字、数据和空间的调查”，蒙哥马利县将选择范围缩小到“调查”或“日常数学”。“专业发展包括在实施前开始的暑期学院，以及在项目期间整个学年举行的课程。 该项目为K-5所有年级的教师提供173小时的专业发展。 领导是由团队提供的，每个团队由一名大学教师，一名数学主管/协调员，每个县一名额外的领导人和六名小学教师领导人组成。 一个由54名教师领导人组成的骨干队伍-每所学校两名-为该项目在国家科学基金资助期限之后的可持续性做出了贡献。除了所需的学习能力委员会核心评价外，该项目的评价还包括跟踪教师内容知识的变化/增长以及对数学的态度和信念的组成部分。可审计的成本分摊来自弗吉尼亚理工大学和合作学区。