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美元的项目将在代数项目过去工作的基础上，根据高中阶段学习、代数和几何的建构主义原则，开发教学材料。 代数中的模块将集中在以下主题：道路着色-函数（离散）; Trip Line -整数及其属性;接力赛-线性方程;缠绕游戏-模块算术;机制-函数（连续）; Flagway游戏-多项式;和随机行走-概率和统计。为了帮助得不到充分服务的学生追求需要数学（代数）知识的人生道路，该项目侧重于创造学习经验，开始与学生生活有关的现实情况。 然后通过事件的图形表示/建模来促进对这些经验的反思，使用直观的语言（“人谈”）来谈论它们，使用结构化的语言（“功能谈话”）来讨论它们，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）。 将开发的材料将与州和国家标准保持一致，将需要四年的每日数学教学的两倍，并包括基于研究的教师支持计划（20个研讨会日，也侧重于社会情感领域）和社区发展活动。 除了外部进行的形成性和总结性评价的项目，研究的组成部分是为了研究学生如何发展的功能在这样的环境中的概念。 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写小组将与出版商合作，确保及时、广泛地传播。

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.