Mathematicians and Mathematics Educators Collaborating on Capstone Courses for Secondary Mathematics Teachers

数学科学(21)。《教师数学教育》(CBMS，2001)的建议包括，数学系应该支持教师顶峰课程的设计、开发和实施，在这些课程中，高中数学的概念概念是从先进的角度进行考察的。还建议这些课程应该通过数学和数学教育教员的合作来教授。为了这一项目，正在为职前中学数学教师编写一门顶层课程的教材。这是以项目小组在2003-2004年开发和实施的一个试点课程为基础的。教材的设计和开发从三个方面丰富了学生在这门课程中的学习经验：(1)说明中学和大学数学之间的联系；(2)为学生提供比教科书目前支持的更多主动学习的机会；(3)纳入中学生数学思维的例子。除了开发教材外，数学家和数学教育工作者正在进行关于顶峰课程的团队教学的研究。顶石课程对学生学习的影响正在被衡量，项目团队也在研究顶石经验对教授这门课程的教师的影响。智力价值。智力的价值在于研究和测量顶峰课程对中学数学教育学生学习的影响。这项研究对数学教师培训相关的知识库做出了贡献。这项研究有助于加深对STEM教育以及学生如何学习的知识基础和理解。正在对这些材料进行测试，并通过出版物、专题介绍、讲习班和一个网站向数学和数学教育界提供材料和研究成果。

Mathematical Sciences (21). Recommendations from The Mathematical Education of Teachers (CBMS, 2001) include statements that mathematics departments should support the design, development, and implementation of capstone courses for teachers in which conceptual ideas of high school mathematics are examined from an advanced standpoint. It is also recommended that such courses should be taught through a collaboration of mathematics and mathematics education faculty. For this project instructional materials for a capstone course for pre-service secondary mathematics teachers are being developed. This builds on a pilot course developed and implemented by the project team in 2003-2004. The instructional materials are designed and developed to enrich students' learning experiences in the course in three ways: (1) to illustrate connections between secondary and college mathematics, (2) to provide students with more opportunities to engage in active learning than the textbook currently supports, and (3) to incorporate examples of secondary school students' mathematical thinking.In addition to the development of materials, research is being conducted with respect to team-teaching of capstone courses by mathematicians and mathematics educators. The impact of capstone course on student learning is being measured, and the project team also is studying the effects of the capstone experience on the faculty who teach the courses.Intellectual merit. The intellectual merit lies in the research and measurement of the impact on learning of secondary mathematics education students in a capstone course. The research is contributing to the knowledge base related to teacher preparation in mathematics.Broader impacts. The research is advancing the knowledge base and understanding of STEM education and how students learn. The materials are being beta-tested, and materials and research results are being made available to the mathematics and mathematics education communities via publications, presentations, workshops and a website.