Track 1, GK-12: Culturally Relevant Engineering Applications in Mathematics (CREAM)

第 1 轨，GK-12：数学中与文化相关的工程应用 (CREAM)

• 批准号: 0538652
• 负责人: Denny Davis
• 金额: --
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-02-15 至 2010-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0538652&HistoricalAwards=false
• 关键词: Track; GK; 12; Culturally; Relevant

This proposal describes a Track 1 project developed by Washington State University. The proposed program, 'Culturally Relevant Engineering Applications in Mathematics (CREAM),' will bridge engineering applications and mathematics. The program will involve two engineering, three educational and one mathematics faculty member; and engage them with four engineering and four mathematics Graduate Fellows (Fellows). These Washington State University faculty (WSU) members will work with the Fellows bridging their activities with three school districts: one Hispanic, one Native American, and one local to the university community. The grade levels will span initially the senior high and progressively move into the middle school years. The project proposes several goals. The first goal is to greatly increase learning of mathematics and valuing of engineering careers among traditional and underrepresented student populations. The second is to create in mathematics and engineering graduate students the desire to pursue careers as university educators who also engage in outreach and serve as mentors to diverse pre-college students. The third goal is to establish long-term relationships among geographically separated K-12 teachers and university faculty to support effective teaching of mathematics and promotion of engineering careers at the K-12 and university levels.

本建议书描述了由华盛顿州立大学开发的轨道1项目。拟议中的计划，“文化相关的工程应用数学（CREAM），”将桥梁工程应用和数学。该计划将涉及两名工程，三名教育和一名数学教员;并与四名工程和四名数学研究生研究员（研究员）合作。这些华盛顿州立大学的教师（WSU）成员将与研究员一起工作，将他们的活动与三个学区联系起来：一个西班牙裔，一个美洲原住民和一个当地的大学社区。年级水平最初将跨越高中，并逐步进入中学。该项目提出了几个目标。第一个目标是大大增加传统和代表性不足的学生群体对数学的学习和对工程职业的重视。第二个是创造数学和工程研究生的愿望，追求职业生涯作为大学教育工作者谁也从事推广，并作为导师，以不同的大学预科学生。第三个目标是在地理上分散的K-12教师和大学教师之间建立长期关系，以支持有效的数学教学和促进K-12和大学层面的工程职业。