A Model Teacher-Scholar Program in Secondary Mathematics

数学（21）本项目正在开发、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中具有丰富的数学学术经验，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《数学研究导论》中，学生们探索了几个研究课题，重点是实验、猜想、仔细的论证和清晰、精确的报告。在夏季项目中，参与者每隔三周回到校园，参加三个为期两天的密集讲习班和进度更新。第二门课程，数学研究II，在秋季进行，重点是对具体研究主题（在春季和夏季开发）的进一步检查，以及写作和传播结果。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、示范性的研究型顶点课程，不仅填补了当前未来教师数学准备方面的空白，而且解决了国家对高素质数学教师的需求。该项目作为其他高等教育机构本科研究项目的典范，正在产生广泛的影响，并为培养高素质的数学教师，他们对数学学习感到兴奋，并准备推动当前的教育改革努力。

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.