A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics

[摘要]大伯明翰伙伴关系（GBMP）：建立中学数学学习者和领导者社区的基本目标是提高中学数学水平，对未来和现在的教师都有影响，其次是高中数学教师。核心合作伙伴包括领导组织，伯明翰南方学院，以及阿拉巴马大学伯明翰分校和八个大伯明翰阿拉巴马学区：贝塞默市，费尔菲尔德市，霍姆伍德市，胡佛市，杰斐逊县，山溪市，谢尔比县和维斯塔维亚市学校系统。一个重要的支持合作伙伴是华盛顿州的数学教育合作组织（MEC）。GBMP的总体目标是通过一系列策略，显著提高约22000名6-8年级学生的数学成绩，同时缩小不同学生群体之间的数学成绩差距，其中包括：(a)让所有274名中学数学教师参与一系列以深度数学问题为中心的数学内容课程；(B)数学支持小组（60名教师）、数学焦点小组（40名教师）和专题数学学习小组成员的初中教师领导能力发展；(C)为职前和在职教师设计/修改大学数学课程，包括整合工程思想，使学生关注数学思想的强大应用；(D)将实习生安置在数学教学中示范实践的教师课堂中；（五）建立中学数学教师资格证书；(F)家长参与倡导为所有学生提供高质量的数学；(H)提高管理人员识别和支持高质量数学教学的能力；(I)探索与中学学生数学学习相关的研究问题（元认知过程、动机、社会互动、适应）、专业发展策略的有效性、同时在8个不同的学区（其中一些服务于非常优越的人群，另一些服务于极度弱势的人群）中获得扎实的数学改革的一致性。研究大学教师与K-12学区合作导致的教学变化，以及优化中观系统的特征——高等教育机构和K-12因素，以最大限度地提高效率。GBMP汇集了数学课堂教师、学校管理人员、大学教师（数学家、工程师和教育工作者）、专业发展专家、研究人员、社区和商业领袖以及阿拉巴马州教育部，重点关注课程、教学、数学内容、认证、父母的兴趣必须协同解决，以支持所有初中学生获得在21世纪取得成功所必需的数学能力。

ABSTRACT-0412373A Greater Birmingham Partnership (GBMP): Building Communities of Learners and Leaders in Middle School Mathematics is fundamentally targeting the improvement of middle school mathematics, with implications for both future and current teachers, and with a secondary focus on high school teachers of mathematics. The core partners include the lead organization, Birmingham-Southern College, as well as, the University of Alabama at Birmingham and eight Greater Birmingham Alabama school districts: Bessemer City, Fairfield City, Homewood City, Hoover City, Jefferson County, Mountain Brook City, Shelby County, and Vestavia City School Systems. A significant supporting partner is the Mathematics Education Collaborative (MEC) of the State of Washington.The overarching goal of the GBMP is to significantly improve the mathematics achievement of approximately 22,000 students in grades 6-8, while narrowing the mathematics achievement gaps among varied populations of students, through a number of strategies, which include: (A) engaging all 274 middle grades teachers of mathematics in a series of mathematical content courses centered on deep mathematical problems; (B) leadership development of middle grades teachers as members of Mathematical Support Teams (60 teachers), Mathematics Focus Groups (40 teachers), and Mathematical Study Groups focused on special topics; (C) design/modification of university mathematics courses for pre- and in-service teachers, including the integration of engineering ideas that will focus students on the powerful application of mathematical ideas; (D) placement of interns in classrooms of teachers that model exemplary practices in mathematical instruction; (E) establishment of teacher certification in middle grades mathematics; (F) parental engagement as advocates for high quality mathematics for all students; (H) enhancement of the capacity of administrators to identify and support quality mathematical instruction; and (I) exploration of research questions associated with mathematical learning by middle grades students (metacognitive processes, motivation, social interaction, accommodations), efficacy of professional development strategies, obtaining consistency of solid mathematical reform in eight disparate-some of which serve very privileged populations and others which serve extremely disadvantaged populations-school districts simultaneously, studying pedagogical change in university faculty as a result of their collaborations with K-12 districts, and optimizing features of mesosystems-Institutions of Higher Education and K-12 factors that maximize effectiveness.The GBMP brings together classroom teachers of mathematics, school administrators, university faculty (mathematicians, engineers, and educators), experts in professional development, researchers, community and business leaders, and the Alabama State Department of Education to focus on the curricular, pedagogical, mathematical content, certification, and parental interests that must be synergistically addressed in order to support all middle grades learners in acquiring the mathematical power necessary for success in the 21st century.