Mathematics Across the Curriculum

数学跨课程（MAC）项目是根据Edmonds社区学院（0088149），Dartmouth学院（9552462）和Alverno学院（9653689）的nsf资助项目调整课程和教师发展策略。共有60名教师（36名来自该机构，24名来自其他两年制大学和高中）参与了该项目。项目活动包括以下一项或多项：(1)数学教师导师协助非数学教师将数学整合到他们课程中的模块中；(2)连接课程，由其他学科的数学和非数学教师设计联合课程模块，用于两门课程；(3)将服务学习/公民参与倡议作为课程活动的一部分，以加强学生对数学用于理解和解决更大社区问题的方式的理解；(4)设计数学与非数学课程相结合的跨学科学习社区。智力价值：该项目的目标是：(1)通过在整个课程中提供体验数学，其他学科领域和日常生活之间联系的机会，加强学生的定量素养；(2)为教师提供培训和支持，使他们能够创建模块，连接课程和学习社区，突出其学科中的数学维度；(3)创造一种承认数学贯穿整个课程价值的大学文化；(4)与该地区和全国的其他教师分享策略、课程和成果。项目活动包括为教员提供初步培训的暑期学院、在实施倡议时进行的持续咨询、每年学期末的静修以审查成果、评估和评价以及区域和国家传播。它支持学院在批判性思维和沟通方面的新机构学生学习成果的实现。它还提供了额外的策略来解决大量学生不及格或没有完成大学发展数学课程的问题。更广泛的影响：该项目确保学生不仅可以在工作场所使用数学技能，而且可以分析、理解和讨论影响他们生活和社区的一系列数学、科学和文化问题。通过在对他们有意义的问题的背景下学习数学，学生获得终身的定量素养和计算技能。由于教师是数学教学的最佳典范，而且学院有大量的职前教师，该项目也影响了那些准备从事教学工作的人，他们中的绝大多数将在preK-12级别任教。该项目增加了许多少数民族学生在发展课程和大学必修课程中获得数学能力、获得证书或副学士学位、转入四年制大学和/或进入劳动力市场的机会。在第二年和第三年，来自其他学院和高中的教师也为他们的机构开发MAC项目。虽然三年的学生影响预计为1500名学生，但随着教师继续在课程中注入数学，对学生数量的长期影响将会更大。

The Mathematics Across the Curriculum (MAC) project is adapting curriculum and strategies for faculty development from NSF-funded projects at Edmonds Community College (0088149), Dartmouth College (9552462), and Alverno College (9653689). A total of 60 faculty (36 from the institution and 24 from other two-year colleges and high schools) are participating in the project. Project activities involve one or more of the following: (1) math faculty mentors assisting non-math faculty with integrating math into modules within their courses; (2) connected courses where math and non-math faculty from other disciplines design joint curriculum modules to be used in both courses; (3) service learning/civic engagement initiatives incorporated as part of course activities to strengthen student understanding of the ways in which mathematics is used to understand and solve problems within the larger community; and (4) design of interdisciplinary learning communities that integrate math and non-math courses. Intellectual Merit: The project goals are to: (1) strengthen students' quantitative literacy by providing opportunities across the curriculum to experience linkages between mathematics, other subject areas, and daily life; (2) provide training and support to faculty so that they can create modules, connected courses, and learning communities that highlight mathematics dimensions within their disciplines; (3) create a college-wide culture that acknowledges the value of Mathematics Across the Curriculum; and (4) share strategies, curriculum and results with other faculty across the region and nation. Project activities include summer institutes to provide faculty with initial training, ongoing consultation as initiatives are implemented, annual end-of-semester retreat to review outcomes, assessment and evaluation, and regional and national dissemination. It supports the achievement of the college's new institutional student learning outcomes related to critical thinking and communication. It also offers additional strategies to address high numbers of students failing or not completing developmental math courses at the college. Broader Impact: The project is assuring that students can not only utilize mathematical skills in the workplace, but also can analyze, understand, and discuss a range of mathematical, scientific, and cultural issues that impact their lives and communities. By learning mathematics in the context of issues that are meaningful to them, students gain lifelong quantitative literacy and numeracy skills. Because faculty model best practices in mathematics instruction and there are a large number of preservice teachers at the college, the project also impacts those preparing for teaching careers, the vast majority of whom will teach at the preK-12 level. This project increases opportunities for many minority students to achieve math competencies in both developmental and required college-level courses, to obtain a certificate or associate degree, and to transfer to a four-year college and/or enter the workforce. In years two and three, faculty from other colleges and high schools also develop MAC projects for their institutions. While the three-year student impact is projected at 1500 students, the long-term impact on numbers of students will be even greater as faculty continue to infuse mathematics across the curriculum.