Boston University's Noyce Scholars Program in Mathematics

这个第一阶段的项目以现有的两个项目为基础，即面向教师的青年科学家数学项目（PROMYS）和关注数学伙伴关系（FoM），该项目涉及数学领域的学校领导，并得到马萨诸塞州教育部的大力支持，为优秀的数学毕业生在充满挑战的城市学区从事教学工作做好准备。波士顿大学的诺伊斯数学学者项目是由教育学院、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）合作开展的。总共有39名数学专业的大学毕业生（每年13人，为期3年）获得全额奖学金，参加为期一年的研究生课程，最终获得教学硕士学位（MAT）和初中或高中数学教师的初始教师执照。该项目为学者们提供了沉浸式的数学体验，这些体验后来通过深思熟虑的反思与课堂实践联系在一起。与FoM合作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。为该项目毕业生提供的后续机会包括讲习班和研讨会，将参与者与一个由教师、数学教育者和数学家组成的强大数学社区联系起来。评估以确定该招聘、保留和后续教师准备模型项目的有效性，包括具有多个数据收集点的时间序列设计，干预前后。通过包括学生在国家考试中的表现分数在内的绩效评估措施来检验教师的有效性。评估的所有方面都涉及合作学校的合作。这个项目的智力价值包括：一个基于研究的设计，建立在先前的工作；该方案的知识整合大学数学经验，支持教学与数学教师的需求的理解在具有挑战性的城市学区；一个连贯的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；并收集了关于持久的校本数学社区对城市学区优秀数学教师招聘和保留的影响的信息。该项目的广泛影响包括以下要素：一个招募数学能力强的学生进入教学的模式，并通过不断发展数学活跃的教学职业来留住他们；丰富经验和探究式教师培训项目的典范；收集有关教育工作者、数学家和教师参与的以数学为中心的社区对学生数学成绩的影响的信息；该项目致力于为来自语言和种族多样化的低收入社区（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接触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.