Foundation for Mathematical Literacy: High School Materials Based on Mathematically-rich Experiences, Professional Development and Community Involvement for Underserved Populations

这个为期三年、耗资2,749,731美元的项目将以代数项目过去的工作为基础，根据建构主义的学习原则，在高中阶段开发代数和几何教学材料。在代数模块将集中在以下主题：道路着色-函数（离散）；Trip线-整数及其性质接力赛——线性方程；卷绕游戏-模运算；机制-功能（连续）；旗杆游戏-多项式；和随机漫步-概率和统计。为了加强教育不足的学生对需要数学（代数）知识的人生道路的追求，该项目侧重于从与学生生活相关的现实情况开始创造学习体验。然后，通过对事件的图形表示/建模、使用直观语言（“People Talk”）进行讨论、使用结构化语言（“Feature Talk”）进行讨论，以及学习/使用底层数学结构（包括计算器/计算机）的符号表示来促进对这些经验的反思。即将开发的教材将与州和国家标准保持一致，将要求在四年的时间里每天进行两次数学教学，并包括以研究为基础的教师支持计划（20天的讲习班也侧重于社会情感领域）和社区发展活动。除了对项目进行外部形成性和总结性评估外，还设置了一个研究组件，以检查学生如何在这种环境中发展功能概念。因此，由数学家、数学教育工作者、课程编写者、学校和社区领导人组成的项目材料编制小组将与出版商合作，确保及时、广泛传播。

This three-year, $2,749,731 project will build on the past work of the Algebra Project to develop materials for teaching, according to constructivist principles of learning, algebra and geometry at the high school level. The modules in algebra will focus on the following topics: Road Coloring - functions (discrete); Trip Line - integers and their properties; Relay Races - linear equations; Winding Games - modular arithmetic; Mechanisms - functions (continuous); Flagway Game - polynomials; and Random Walk - probability and statistics. To augment underserved students' pursuit of life pathways that require mathematics (algebra) knowledge, the project focuses on creating learning experiences that begin with realistic situations relevant to students' life. Reflection on those experiences is then promoted via pictorial representation/modeling of the events, conversing about them using intuitive language ("People Talk"), discussing them using structured language ("Feature Talk"), and learning/using symbolic representations of the underlying mathematical structures (including calculators/computers). The materials to be developed will be aligned with state and national standards, will require double periods of daily mathematics instruction for four years, and include research-based teacher support programs (20 workshop days focusing also on the social-emotional domains) and community development activities. Besides externally conducted formative and summative evaluation of the project, a research component is set out to examine how students develop the concept of function within such environments. Accordingly, the project material development teams, consisting of mathematicians, mathematics educators, curriculum writers, school and community leaders, will collaborate with a publisher to assure timely, wide dissemination.