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，根据高中学习、代数和几何的建构主义原则开发教学材料。 代数模块将重点关注以下主题： 道路着色 - 函数（离散）； Trip Line - 整数及其属性；接力赛 - 线性方程； Winding Games - 模块化算术；机制 - 功能（连续）； Flagway 游戏 - 多项式；和随机游走 - 概率和统计。为了增强服务匮乏的学生对需要数学（代数）知识的生活道路的追求，该项目侧重于创造从与学生生活相关的现实情况开始的学习体验。 然后，通过事件的图形表示/建模、使用直观语言（“人们谈话”）讨论它们、使用结构化语言（“特征谈话”）讨论它们以及学习/使用底层数学结构的符号表示（包括计算器/计算机）来促进对这些经历的反思。 待开发的材料将符合州和国家标准，需要四年的两次日常数学教学，并包括基于研究的教师支持计划（20 天的研讨会，也重点关注社会情感领域）和社区发展活动。 除了外部对项目进行形成性和总结性评估外，还设置了一个研究部分来检查学生如何在此类环境中发展功能概念。 因此，由数学家、数学教育家、课程编写者、学校和社区领导组成的项目材料开发团队将与出版商合作，以确保及时、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.