Track 2: GK-12 Program in Mathematics at the University of Washington

标题：GK-12数学项目研究员：10-15机构：华盛顿大学NSF学科：MathPI：Loyce Adams地区合作伙伴：NorthShore&Amp；西雅图合作PI：Lillian McDermott，弗吉尼亚州沃菲尔德非营利合作伙伴：大学儿童发展学校(UCDS)受众：NorthShore：5-9(郊区-农村)西雅图：K-5(城市)通过利用现有的几个K-12扩展计划，帮助增加大学前数学教师及其学生对学科的理解，同时增加研究员对教与学的理解，该项目继续并扩展了华盛顿大学的GK-12课程。10到15名研究生被安排在当地的小学和初中数学教室里。研究员接受由麦克德莫特(共同-PI)和物理教育小组进行的基于探究的数学教学方法的初步准备，然后由Warfield指导的数学思想课程来分析学生的思维，Warfield是当地一个系统性变化项目--扩大数学学习者社区的共同PI。研究员与课堂教师一起参加为期一周的暑期数学研讨会，由我们的UCDS合作伙伴和归来的GK-12研究员授课。他们在加州大学伯克利分校的实际数学课堂上观察探究方法，作为队列每两周听取一次汇报，并接受教员的后续指导。Track-2奖项调查目前的GK-12型号是否可复制和可持续。智力优势：华盛顿对GK-12的方法在许多方面都是新颖的。他们有一支敬业的团队，其中包括实习生教师，他们提供教师对教师的指导，以补充同事对教师的关系。这一功能还允许在课堂管理和教育学领域提供更多的同伴指导。他们还为这位研究员提供了一个机会，通过将他们与小学和初中老师一起放在一个学习社区中，看看孩子们是如何从小学到中学发展他们的数学思维的。更广泛的影响和先前项目成果的范例：被安排在公立学校课堂上的准备充分的研究员将更倾向于理解数学成绩中的问题，并知道如何在离开大学后有效地参与K-12课程。例如，他们的一位今年毕业的研究员接受了一所大学的终身教职工作，他计划在那里建立一个类似的外展项目。该项目得到了数学和物理科学局的部分支持。

Title: GK-12 Program in Mathematics Fellows: 10-15Institution: University of Washington NSF discipline: MathPI: Loyce Adams District Partners: Northshore & SeattleCo-PIs: Lillian McDermott, Virginia Warfield Non-profit Partner: University Child Development School (UCDS)Audience: Northshore: 5-9 (Suburban-Rural) Seattle: K-5 (Urban)This project continues and expands the GK-12 Program in Mathematics at the University of Washington by leveraging several existing K-12 outreach programs to help increase the subject-matter understanding of pre-college mathematics teachers and their students while increasing the Fellows' understanding of teaching and learning. Ten to fifteen graduate students are placed in local elementary and junior high school math classrooms. Fellows receive initial preparation in instructional methods of inquiry-based mathematics by McDermott (co-PI) and the Physics Education Group followed by Developing Mathematical Ideas sessions to analyze student thinking directed by Warfield, Co-PI of the Expanding a Community of Mathematics Learners, a local systemic change project. Fellows work with classroom teachers in a weeklong summer math workshop taught by our UCDS partners and returning GK-12 Fellows. They observe the inquiry-method in actual UCDS math classrooms, debrief bi-weekly as a cohort, and receive follow-up mentoring by the faculty. The Track-2 award investigates whether the current GK-12 model is replicable and sustainable. Intellectual Merit: Washington's approach to GK-12 is novel in many ways. They have a dedicated team that includes practicing teachers who provide a teacher-to-teacher mentorship that complements the fellow-to-teacher relationship. This feature also allows for more fellow mentoring in the areas of classroom management and pedagogy. They also provide the fellow an opportunity to see how children develop their mathematical thinking from the elementary to the middle school years by placing them with both elementary and junior high teachers in a learning community. Broader Impact and Example of Outcomes from Prior Projects: Well-prepared fellows that are placed in public school classrooms will be more inclined to understand the issues in math achievement and know how to become productively involved in K-12 after leaving the University. For example, one of their graduating fellows this year has accepted a tenure-track job at a University where he plans to set up a similar outreach program. This project is partially supported by the Directorate for Mathematical and Physical Sciences.