A Model Teacher-Scholar Program in Secondary Mathematics

数学(21)这个项目正在开发、实施和评估一个为期一年的中学数学教师-学者示范项目。毕业生是高素质的教师，他们在强调理论、程序和应用之间相互联系的环境下拥有数学学术经验，并养成了数学思想家的思维习惯(CBMS，2001)。该计划由两个初级/高级研究顶峰课程组成，由一个暑期项目连接起来。在春季学期的课程《数学研究导论》中，学生们将探索几个研究主题，重点是实验、猜想、仔细的论证以及清晰、准确的报告。在暑期项目期间，参与者每隔三周返回校园，参加为期两天的强化研讨会，并更新进度。第二期课程“数学研究II”将于秋季开课，重点是进一步审查具体的研究课题(在春季和夏季开展)以及撰写和传播成果。该项目的智力价值在于它为未来的中学数学教师实施了一个独特的、示范性的研究型顶峰计划，不仅填补了目前未来教师数学准备的空白，而且解决了国家对高素质数学教师的需求。该项目正在产生广泛的影响，作为其他高等教育机构的示范本科生研究项目，并培养对数学学习感到兴奋并准备推动当前教育改革努力的高素质数学教师。

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.