Boston University's Noyce Scholars Program in Mathematics

在现有的两个项目--面向教师的青年科学家数学项目(PROMYS)和关注数学(FOM)伙伴关系--的基础上，该项目第一阶段培养优秀的数学毕业生，为在具有挑战性的城市学区从事教学工作做准备。波士顿大学的诺伊斯数学学者计划是由教育学院、艺术与科学学院、五个高需求学区和一所高中(阿灵顿、切尔西、劳伦斯、沃尔瑟姆、沃特敦和波士顿的英国高中)合作的。共有39名数学专业的大学毕业生(为期3年，每年13人)获得全额奖学金，参加为期一年的研究生课程，获得教学文科硕士(MAT)学位，并获得初中或高中数学教师资格。该项目为学者提供沉浸式的数学体验，随后通过深思熟虑的反思将其与课堂实践联系起来。由FOM伙伴关系培训的硕士教师的临床经验包括课程作业和研讨会，旨在支持以学生推理为重点的教学。为该计划的毕业生提供的后续机会包括研讨会和研讨会，将参与者与由教师、数学教育工作者和数学家组成的强大的数学社区联系起来。评估以确定这一招聘、保留和后续教师培训模式计划的有效性，包括一个包含多个数据收集点、干预前和干预后的时间序列设计。正在通过包括学生在州考试中的表现分数在内的绩效评估指标来检验教师的有效性。这一评估的所有方面都涉及合作学校的合作。该项目的智力优势包括：建立在先前工作基础上的研究型设计；该计划将支持教学的大学数学经验的知识与对具有挑战性的城市学区的数学教师的需求的理解相结合；以数学和学生如何学习数学为中心的教师专业培训计划；数学家的核心参与；以及收集关于持久的校本数学社区对城市学区招聘和留住优秀数学教师的影响的信息。该项目的更广泛影响包括以下元素：招募优秀的数学学生进入教师队伍，并通过不断发展活跃的数学教学职业来留住他们；作为经验丰富和基于探究的教师培训计划的典范；收集有关以数学为重点的社区对学生数学成绩影响的信息；该计划承诺向来自语言和种族多元化的低收入社区(波士顿、切尔西和劳伦斯)以及教师流失严重的社区的学生提供继续获得合格数学教师的机会。

Building on two existing programs, the Program in Mathematics for Young Scientists (PROMYS) for Teachers and the Focus on Mathematics (FoM) Partnership, involving school leaders in mathematics and incorporating strong support from the Massachusetts Department of Education, this phase 1 project prepares outstanding mathematics graduates for teaching careers in challenging urban school districts. Boston University's Noyce Scholars Program In Mathematics is a collaboration of the School of Education, the College of Arts and Sciences, five high-need school districts and one high school (Arlington; Chelsea; Lawrence; Waltham; Watertown; and English High School in Boston). A total of 39 college graduates with a major in mathematics (13 per year for 3 years) receive full scholarships to enroll in a one-year graduate program that leads to the Master of Arts in Teaching (MAT) degree and initial teacher licensure as either a middle or high school mathematics teacher. The program provides scholars with immersion mathematical experiences that are later linked to classroom practice through thoughtful reflection. Clinical experiences with master teachers trained by the FoM partnership are included along with coursework and workshops designed to support teaching focused on student reasoning. Follow-up opportunities offered to graduates of the program include workshops and seminars that connect participants to a robust mathematical community of teachers, mathematics educators, and mathematicians. Evaluation to determine the effectiveness of this recruitment, retention, and follow-up teacher preparation model program includes a time series design with multiple data collection points, pre and post intervention. Teacher effectiveness is being examined through performance evaluation measures including students' performance scores on state tests. All aspects of this evaluation involve the collaboration of the partner schools.The intellectual merit of this project includes: a research-based design that builds on prior work; the program's integration of knowledge about university mathematics experiences that support teaching with an understanding of the needs of mathematics teacher in challenging urban school districts; a coherent program of professional training for teachers centered on mathematics and how students learn mathematics; core involvement of mathematicians; and the collection of information concerning the effects of lasting school-based mathematical communities on recruitment and retention of strong mathematics teachers in urban school districts. The broader impacts of this project include the following elements: a model that recruits strong mathematics students into teaching and retains them through ongoing development of mathematically active careers in teaching; an exemplar for experience-rich and inquiry-based teacher preparation programs; collection of information about the effect of a mathematics-focused community involving educators, mathematicians, and teachers on student achievement in mathematics; and the commitment of the program to supply students from linguistically and racially diverse low-income communities (Boston, Chelsea and Lawrence) and communities where there has been significant teacher attrition to continued access to qualified mathematics teachers.