Nebraska Math

内布拉斯加州数学

• 批准号: 0831835
• 负责人: Ruth Heaton
• 金额: $ 923.54万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0831835&HistoricalAwards=false
• 关键词: Nebraska; Math

NEBRASKA MATH is to improve achievement for all students and narrow achievement gaps among at-risk populations by focusing on three key transition points along the mathematics continuum: the mathematics education of children in transition from kindergarten through early primary to grade 3; the algebra transition from middle to high school and the transition of new secondary math teachers from certification to the classroom. The project is focused on four strategies; (i) Developing an active and mature partnership (sustained through state dollars after the end of NSF funding) by linking mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators and early childhood educators to improve mathematics education statewide; (ii) Strengthening the mathematical and pedagogical knowledge for teaching of participating teachers and their professional interactions with other teachers in their schools, while improving their attitudes to the teaching and learning of mathematics; (iii) Improving students' competence, beliefs and attitudes about mathematics, their appreciation of the importance of sustained effort, and their knowledge of mathematics; and (iv)) Contributing to the research in mathematics education through a mixed methods research design studying K-3 teacher's knowledge, attitudes, and leadership in relation to student disposition and achievement.A goal of the project is to create a model partnership, both on the University of Nebraska-Lincoln (UNL) campus and nationally, where faculty in an academic discipline (in this case mathematics) and faculty in education work with teachers and administrators from the K-12 education community, sharing expertise and resources in pursuit of a world class mathematics education system. NEBRASKA MATH partners the University of Nebraska-Lincoln with four school districts and 15 Educational Service Units (ESUs), in rural Nebraska, which provide support to 63 additional school districts. The intent is to form a permanent K-16 mathematics partnership that is sustained primarily by local dollars. Over the five years the project is to impact 900 teachers (750 at the elementary level and 150 at the secondary level) and approximately 60,000 students.

内布拉斯加州数学旨在通过关注数学连续体中的三个关键过渡点来提高所有学生的成绩，缩小高危人群之间的成绩差距：从幼儿园到小学早期到三年级过渡阶段儿童的数学教育；初中到高中的代数过渡和新中学数学教师从认证到课堂的过渡。该项目侧重于四项战略；(i)通过将内布拉斯加州的数学教师和学校管理人员与大学数学家、数学教育工作者和幼儿教育工作者联系起来，发展一种积极和成熟的伙伴关系（在国家科学基金资助结束后通过州政府资金维持），以改善全州的数学教育；（二）加强参与的教师的数学和教学知识，以及他们与学校其他教师的专业互动，同时改善他们对数学教学的态度；（iii）提高学生的能力、对数学的信念和态度、他们对持续努力的重要性的认识，以及他们的数学知识；（iv）通过研究K-3教师的知识、态度和领导与学生性格和成就的关系的混合方法研究设计，为数学教育的研究做出贡献。该项目的一个目标是在内布拉斯加州大学林肯分校（UNL）校园和全国范围内建立一种模范伙伴关系，其中学科（在本例中为数学）的教师和教育教师与K-12教育社区的教师和管理人员一起工作，分享专业知识和资源，以追求世界一流的数学教育系统。内布拉斯加州数学与内布拉斯加州大学林肯分校合作，在内布拉斯加州的农村地区建立了四个学区和15个教育服务单位（esu），为63个额外的学区提供支持。目的是建立一个永久的K-16数学伙伴关系，主要由当地资金维持。在五年的时间里，该项目将影响900名教师（750名小学教师和150名中学教师）和大约6万名学生。