Mathematics for Teaching: A Problem-based Resource for Teachers

该项目建立在帕克城数学研究所（PCMI）为数学教师、研究生和大学教职员工举办的一个非常成功的夏季研究所项目的基础上，该研究所由高等研究所运营，波士顿大学和EDC部分支持。在这个项目中，他们将为在职中学数学教师制作、出版和传播一套内容丰富的数学课程，并培养一批专业的教师领导，在全国范围内实施这一课程。该项目的理论基础是，沉浸式体验可以将教师的理解提升到更高的层次；形式和精确在数学中至关重要；教师在数学社区中茁壮成长。该项目的重要组成部分是，专家教师将确保数学与中学教师的职业生活相关，数学家将成为发展和审查小组的核心成员。为这些课程制作的材料包含问题驱动课程的成分，将高等数学知识与中学教师在课堂内外使用的数学联系起来。将高等大学数学与中学数学联系起来的数学课程通常不会提供给教师。这个项目使用非常受尊敬的数学和数学教育家来准备内容丰富的材料，这些材料将在一个著名的设施与老师一起进行测试。他们还将在这个时候与演讲者一起为材料准备引导者指南。开发人员目前有五个为期三周的课程。该提案将允许他们1)为主持人添加说明和详细评论；2)增加数学主题中可能存在空白的课程；3)准备与数学家一起工作的教师，使用PCMI专业发展方法开发和教授这些材料给他们的同事。

This project builds on a very successful program of summer institutes for mathematics teachers, graduate students and university faculty at the Park City Mathematics Institute (PCMI) run by the Institute for Advanced Study and supported in part by Boston University and EDC. In this project they will produce, publish and disseminate a strong mathematics content curriculum for in-service secondary mathematics teachers and prepare a group of specialized teacher-leaders to deliver this curriculum across the country. The program works on the theory that an immersion experience moves teachers to a higher order of understanding; formality and precision are crucial in mathematics; and teachers thrive in a mathematical community. Important components of this project are that expert teachers will ensure that the mathematics is relevant to the professional lives of secondary teachers and mathematicians will be core members of the development and review team. The materials produced for these courses contain ingredients for a problem-driven curriculum connecting advanced mathematical knowledge with the mathematics used by secondary teachers, in and out of their classrooms. Mathematics courses that connect upper-division university mathematics to secondary mathematics are not typically available to teachers. This program uses very well respected mathematics and mathematics educators to prepare content rich materials that will be tested at a prominent facility with teachers. They will also be working with presenters at this time to prepare facilitators guides for the materials. The developers currently have five three-week courses. The proposal will allow them to 1) add exposition and detailed commentary for facilitators; 2) add courses where there may be gaps in the mathematical topics and 3) prepare teachers who will work with mathematicians to develop and teach the materials to their colleagues using the PCMI professional development approach.