MET Summit II - Conference on the Mathematical Education of Teachers: Meeting the Demand for High Quality Education in America

在CBMS其他14个成员协会的支持下，本杰明·班纳克协会（BBA）和全国数学家协会（NAM）正在举办第二次全国教师数学教育峰会（met峰会II），重点是HBCU和其他培养少数民族教师或在少数民族学生高度集中的地区工作的教师的机构的参与。数学教师教育（MET）是数学界为提高未来教师的数学准备而提出的议程。数学科学会议委员会（CBMS）以早餐政策简报和全国教师数学教育峰会启动了MET。第二届全国数学高峰会邀请学院和大学的数学教师共同努力，实现《数学教育》中提出的教师数学教育愿景。由于HBCU培养了大量的数学教师，MET峰会II采用了第一次全国峰会（MET I）的形式，即一个工作会议，向报告介绍了数学教师和系主任，向他们提供了成功实施报告中建议的生动具体的例子，并让他们参与到广泛的地方努力中来实施和传播报告的愿景。受邀团队包括一名数学系教员、一名数学教育教员、一名负责教师培训项目的学院或大学管理人员、一名参与学院或大学教师培训和/或在职活动的K-12学校系统教师，以及一名社区学院数学教员。工作会议让参与者思考如何应对在其机构和周围社区执行报告建议时所面临的挑战。在工作会议上的讨论有助于参与者分析在他们自己的机构中设计课程以及与其他机构和国家机构合作项目的影响。此外，这些会议的重点是必须做些什么来改变教师教育的内容。

The Benjamin Banneker Association, Inc. (BBA) and the National Association of Mathematicians (NAM) with the support of the other fourteen member societies of CBMS is conducting a Second National Summit -MET Summit II - on the Mathematical Education of Teachers with emphasis on participation by HBCU's and other institutions that produce minority teachers or teachers that work in areas with high concentrations of minority students. The Mathematical Education of Teachers (MET), is the mathematics community's agenda for improving the mathematical preparation of future teachers. The Conference Board of the Mathematical Sciences (CBMS), launched MET with a breakfast Policy Briefing, and a National Summit on the Mathematical Education of Teachers. This Second National Summit engages college and university mathematics faculty in the hard work of implementing the vision of the mathematical education of teachers presented in MET. Since HBCU's train a significant number of teachers of mathematics, MET Summit II uses the format of the first national summit (MET I) which was a working conference to introduce mathematics faculty and department chairs to the report, to give them vivid and concrete examples of successful implementations of the recommendations in the report, and to engage them in beginning widespread local efforts to implement and spread the vision of the report. Invited teams include a faculty member from the mathematics department, a faculty member from mathematics education, a college or university administrator with responsibility for teacher preparation programs, a teacher from a K-12 school system involved in teacher preparation and/or in-service activities associated with the college or university and a community college mathematics faculty member. The working sessions engage the participants in thinking about how to address the challenges in carrying out the recommendations of the report at their institution and surrounding community. Discussions in the working sessions aid the participants in analyzing the implications for designing courses in their own institutions and cooperative programs with other institutions and state agencies. In addition to these sessions focus on what must be done to change the content of teacher education.