CLT: Appalachian Collaborative Center for Learning, Assessment and Instruction in Mathematics

根据学习和教学中心的指导方针提交，阿巴拉契亚数学学习，评估和教学合作中心（ACCLAIM）是一个为期五年的项目，旨在建立肯塔基州，俄亥俄州，田纳西州和西弗吉尼亚州的阿巴拉契亚地区的数学基础设施。 ACCLAIM是肯塔基州大学（英国）、俄亥俄州大学（俄亥俄州）、田纳西大学（UT）和马歇尔（MU）与阿巴拉契亚农村系统倡议（ARSI）之间的合作伙伴关系。 阿巴拉契亚的数学基础设施将通过以下方式得到加强：（a）数学和数学教育高级学位课程，（B）嵌入式教师培训和专业发展课程，以及（c）农村教育研究。这两个目标是：（a）通过数学教育的高级学位课程和将数学与农村教育联系起来的研究，在阿巴拉契亚地区的肯塔基州、俄亥俄州、田纳西州和西弗吉尼亚州建立数学能力和专业知识;以及（B）通过发展合作网络和创新的教学系统，提高阿巴拉契亚地区初中和高中的数学教学质量。 为了实现这些目标，ACCLAIM将创建和实施四个相互关联的举措：1。 能力建设：每两年20名博士生，每年30名硕士/专家。 专业发展：在初中和高中的专业发展团队。 教师教育：阿巴拉契亚数学教师教育工作者协会--（AAMTE）秋季和春季会议和一个列表服务器，教师教育计划的需求评估，以及在线和远程本科课程。 调研：以农村数学教育为重点的研究议程：a）促进研究，B）监督和协调数据收集和分析，c）出版或传播最佳做法，d）作为研究结果的交流中心，出版通讯-“农村数学教育者”。"

Submitted under the guidelines for Centers for Learning and Teaching, the Appalachian Collaborative Center for Learning, Assessment and Instruction in Mathematics (ACCLAIM) is a five-year project designed to build a mathematics infrastructure in the Appalachian regions of Kentucky, Ohio, Tennessee and West Virginia. ACCLAIM is a collaborative partnership among the University of Kentucky (UK), Ohio University (OU), the University of Tennessee (UT), and Marshall (MU) with the Appalachian Rural Systemic Initiative (ARSI). The mathematics infrastructure in Appalachia will be enhanced through:(a) advanced degree programs in mathematics and mathematics education, (b) job-embedded teacher preparation and professional development programs, and (c) education research in a rural context. The two goals are to: (a) build mathematics capacity and expertise in the Appalachian regions of Kentucky, Ohio, Tennessee and West Virginia through advanced degree programs in mathematics education and through research that connects mathematics and rural education; and (b) improve the quality of mathematics teaching at the middle and high school levels in the Appalachian region through the development of collaborative networks and innovative delivery systems. To meet these goals, ACCLAIM will create and implement four interconnected initiatives: 1. Capacity Building: Doctoral cohorts of 20 students every two years, masters/specialists cohorts of 30 students every year.2. Professional Development: Professional Development Teams in middle and high schools.3. Teacher Education: Appalachian Association of Mathematics Teacher Educators -- (AAMTE) fall and spring conferences and a listserv, needs assessment of teacher education programs, and undergraduate courses online and telelink.4. Research: Research agenda focused on mathematics education in rural contexts: a) stimulate research, b) oversee and coordinate data collection and analysis, c) publish or disseminate best practices, d) serve as a clearinghouse for research findings, publish a newsletter -- "The Rural Mathematics Educator."