Mathematics for Future Secondary Teachers

未来中学教师的数学

• 批准号: 0087892
• 负责人: James Madden
• 金额: $ 7.48万
• 依托单位: Louisiana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-01-01 至 2004-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087892&HistoricalAwards=false
• 关键词: Mathematics; Future; Secondary; Teachers

Mathematical Sciences (21) In this proof-of-concept proposal, a strategy for improving university-level mathematics courses for future secondary math teachers is tested. There is increasing evidence that the mathematical training that secondary school teachers receive in U.S. colleges and universities often fails to impart a deep understanding of the structures that underlie high-school math. Cooperating teams in four Louisiana locations, consisting of college faculty, high-school teachers and college students, work under central support and direction to author and test curriculum materials in algebra, geometry, analysis, or statistics that address this need. Each lesson package concerns a single topic of limited scope, chosen for its mathematical interest and relevance to state and national standards and designed for use in university- level courses.A unique feature of the lesson package is the inclusion of extensive examples of student work. The advantages of this are ensuring that the product is "in tune" with students' thinking, providing teachers with tools to better comprehend students' conceptual understanding, and providing a powerful instrument for assessment and evaluation that is built into the system.The project also tests the organizational model under which the lesson packages are produced. A change in faculty culture is achieved by instituting a new form of pedagogical scholarship that is self-sustaining and capable of adapting to future needs.

数学科学（21）在这一概念验证提案中，测试了为未来的中学数学教师改进大学数学课程的策略。越来越多的证据表明，中学教师在美国学院和大学接受的数学培训往往未能深入理解高中数学的基础结构。路易斯安那州四个地点的合作团队由大学教师、高中教师和大学生组成，在中央支持和指导下编写和测试代数、几何、分析、数学和数学课程材料。或者统计数据来满足这一需求。每个课程包都涉及一个范围有限的单一主题，选择其数学兴趣和与州和国家标准的相关性，并设计用于大学水平的课程。课程包的一个独特之处是包含了大量的学生作业示例。这样做的好处是确保该产品与学生的思维“协调一致”，为教师提供工具，以更好地理解学生的概念理解，并提供一个强大的工具，用于评估和评价，该项目还测试了组织模型，根据该模型制作的课程包。教师文化的变化是通过建立一种新的形式的教学奖学金，是自我维持，并能够适应未来的需求。