Preparing Mathematicians to Educate Teachers

培养数学家来教育教师

• 批准号: 0230847
• 负责人: Alan Tucker
• 金额: --
• 依托单位: Mathematical Association of America
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-02-01 至 2009-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0230847&HistoricalAwards=false
• 关键词: Preparing; Mathematicians; Educate; Teachers

This is a multifaceted initiative by the Mathematical Association of America to strengthen the mathematical education of teachers, responding to the growing list of national reports that call for better preparation of the nation's mathematics teachers. These reports and their recommendations come at a time of growing interest among college and university mathematicians to do more to contribute to improved elementary and secondary school mathematics teaching. Many college faculty need assistance with appropriate instructional strategies to help future K-12 teachers connect their college mathematics to K-12 mathematics. Further, college faculty need better information about the mathematical issues that arise in day- to-day K-12 classroom lessons. This initiative nurtures and supports a growing connection between college faculty and K-12 teachers by providing educational, organizational, and financial assistance to mathematical scientists with specific interest in teacher education. Numerous connections and collaborations with other mathematical science organizations and projects are being pursued and developed to enhance the initiative. This initiative also assists efforts by mathematicians to run professional development programs for practicing teachers. It takes a broad, systemic approach to improving the preparation of K-12 mathematics teachers, commensurate with the major, long-term impact that is sought on mathematicians and the mathematical education of teachers. The initiative targets more than just the mathematics faculty who teach courses in the foundations of elementary or secondary school mathematics, because future teachers are strongly influenced by other courses they take in mathematics. The Preparing Mathematicians to Education Teachers (PMET) initiative has four components: 1. Faculty Training: a series of workshops, from one to four weeks, spread over two summers with intervening academic year projects; and mini-courses of 3-8 hours in length; 2. Information and Resources: articles in professional journals, panels at professional meetings, multi-media websites, and hard-copy material dissemination to support faculty instruction for teachers; 3. Mini-grants: support for grassroots innovation in teacher education at individual campuses; and 4. Regional Networks: coordination of efforts at individual institutions

这是美国数学协会为加强教师的数学教育而提出的一项多方面倡议，以响应越来越多的国家报告，这些报告呼吁更好地培养国家的数学教师。这些报告和他们的建议是在大学数学家越来越感兴趣的时候来做更多的贡献，以改善小学和中学数学教学。 许多大学教师需要适当的教学策略的帮助，以帮助未来的K-12教师连接他们的大学数学K-12数学。此外，大学教师需要更好地了解日常K-12课堂课程中出现的数学问题。这一举措通过为对教师教育特别感兴趣的数学科学家提供教育，组织和财政援助，培养和支持大学教师和K-12教师之间日益增长的联系。 与其他数学科学组织和项目的许多联系和合作正在进行和发展，以加强这一倡议。 这一举措还有助于数学家为实践教师开展专业发展计划。它需要一个广泛的，系统的方法来改善K-12数学教师的准备，与数学家和教师的数学教育所寻求的重大，长期的影响相称。该倡议的目标不仅仅是教授小学或中学数学基础课程的数学教师，因为未来的教师受到他们在数学方面的其他课程的强烈影响。 准备数学家教育教师（PMET）倡议有四个组成部分：1。教师培训：一系列的讲习班，从一个到四个星期，分布在两个夏天与干预学年项目;和迷你课程3-8小时的长度; 2.信息和资源：在专业期刊上发表文章、在专业会议上进行专题讨论、制作多媒体网站，以及分发印刷版教材，以支援教师的教学工作; 3.小额赠款：支持个别校园教师教育的基层创新;以及4.区域网络：协调各机构的努力