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

题目：GK-12数学项目研究员：10-15机构：华盛顿大学NSF学科：MathPI: Loyce Adams区合作伙伴：Northshore &； Seattle合作伙伴：Lillian McDermott， Virginia Warfield非营利合作伙伴：University Child Development School （UCDS）受众：Northshore: 5-9 （sub城乡）Seattle；K-5（城市）该项目通过利用几个现有的K-12外展项目来继续和扩展华盛顿大学的GK-12数学项目，以帮助提高大学预科数学教师和学生对主题的理解，同时增加研究员对教学的理解。10到15名研究生被安排在当地小学和初中的数学教室里。研究员们将接受麦克德莫特（McDermott）和物理教育小组（physical Education Group）提供的基于探究的数学教学方法的初步准备，随后是由Warfield（扩大数学学习者社区的共同负责人）指导的发展数学思想课程，以分析学生的思维，这是一个地方系统变革项目。在为期一周的夏季数学研讨会上，由UCDS合作伙伴和归来的GK-12研究员授课。他们在UCDS的实际数学教室中观察探究方法，每两周进行一次小组汇报，并接受教师的后续指导。“轨道-2”合同将调查当前的GK-12模式是否可复制和可持续。智力优势：华盛顿对GK-12的态度在很多方面都是新颖的。他们有一个专门的团队，其中包括执业教师，他们提供老师对老师的指导，补充了同事对老师的关系。该功能还允许在课堂管理和教学领域进行更多的同伴指导。他们还为研究员提供了一个机会，看看孩子们是如何从小学到中学发展他们的数学思维的，把他们放在一个学习社区的小学和初中老师那里。更广泛的影响和先前项目成果的例子：在公立学校的课堂上，准备充分的学生将更倾向于理解数学成绩的问题，并知道如何在离开大学后有效地参与K-12。例如，他们今年的一位毕业生已经接受了一所大学的终身职位，他计划在那里建立一个类似的推广项目。该项目得到数学和物理科学理事会的部分支持。

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.