A Model Teacher-Scholar Program in Secondary Mathematics

数学（21）这个项目正在制定，实施和评估一个为期一年的示范教师学者计划在中学数学。毕业生是高素质的教师，他们在强调理论，程序和应用之间的相互联系的环境中经历了数学奖学金，并培养了数学思想家的思维习惯（CBMS，2001）。该计划包括两个初级/高级研究顶点课程由暑期课程连接。在春季学期的课程，介绍数学研究，学生探索几个研究课题，重点是实验，猜想，仔细的理由，以及清晰，准确的报告。在夏季课程期间，参与者每隔三周返回校园参加三个为期两天的密集研讨会和进度更新。第二门课程，数学研究II，发生在秋季，重点是进一步审查具体的研究课题（在春季和夏季开发）和写作和传播成果。该项目的智力价值在于其为未来的中学数学教师实施了一个独特的和示范性的以研究为导向的顶点计划，不仅填补了未来教师当前数学准备的空白，而且还解决了国家对高素质数学教师的需求。该项目具有广泛的影响，作为示范本科研究计划，为其他高等教育机构，并准备高素质的数学教师谁是数学学习兴奋，并准备促进当前的教育改革的努力。

Mathematics (21) This project is developing, implementing, and evaluating a model year-long teacher-scholar program in secondary mathematics. Graduates are highly qualified teachers who have experienced scholarship in mathematics in a setting that emphasizes the interconnections among theory, procedures and applications and who develop habits of mind of a mathematical thinker (CBMS, 2001). The program consists of two junior/senior level research capstone courses connected by a summer program. In a spring term course, Introduction to Research in Mathematics, students explore several research topics with an emphasis on experimentation, conjecture, careful justification, and clear, precise reporting. During a summer program participants return to campus at three-week intervals for three intensive two-day workshops and progress updates. A second course, Research in Mathematics II, takes place in the fall with emphasis on further examination of specific research topics (developed during the spring and summer) and on writing and disseminating results. The intellectual merit of the project lies in its implementation of a unique and exemplary research-oriented capstone program for prospective secondary mathematics teachers, filling not only a gap in the current mathematical preparation of future teachers, but also addressing a national need for highly-qualified mathematics teachers. The project is having a broad impact by serving as a model undergraduate research program for other institutions of higher education and to prepare highly-qualified mathematics teachers who are excited about mathematics learning and ready to promote current educational reform efforts.