New, GK-12: Mathematically Aligned Vertical Strands Connecting Mathematics Research, Pedagogy and Outreach for GK-12 Fellows and Teachers (MAVS Project)

新，GK-12：数学对齐的垂直线连接 GK-12 研究员和教师的数学研究、教育学和外展（MAVS 项目）

• 批准号: 0841400
• 负责人: Minerva Cordero
• 金额: $ 285.4万
• 依托单位: University of Texas at Arlington
• 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: 2009-04-15 至 2015-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0841400&HistoricalAwards=false
• 关键词: New; GK; 12; Mathematically; Aligned

The MAVS project creates a seamless transition in mathematics that spans the school curriculum and bridges to research-level mathematics. At the heart of the MAVS project are cohesive vertical teams of graduate students, K-12 teachers, and mathematicians. Each year eight fellows will be teamed with eight teachers at a predominantly minority high school and its feeder schools. They will collaborate to develop and deliver lessons that reflect a robust understanding of the vertical alignment of the mathematics curriculum and connections to research mathematics. The MAVS project develops innovative program components, such as research and teaching seminars, mentoring triads, and teaching quads. The mentoring triads consist of a fellow, his/her research advisor, and a MAVS faculty mentor. The teaching quads consist of two MAVS fellows with a mentor junior high and a mentor high school teacher. The project will establish a model for extending vertical articulation in the mathematics curriculum to research-level mathematics that will be disseminated at local, statewide, and national levels. Graduate fellows will gain crucial leadership and communication skills for the 21st Century workplace. K-12 students will benefit from model lessons developed and K-12 teachers will benefit from an enhanced understanding of mathematics content and of the importance of the mathematics they teach and how it is situated in the curriculum. The project focus promotes an innovative model for addressing the acute needs of underserved student populations to improve mathematics education for this group from junior high to the graduate level.

MAVS项目创造了数学的无缝过渡，跨越学校课程和桥梁，以研究水平的数学。MAVS项目的核心是研究生、K-12教师和数学家组成的有凝聚力的垂直团队。每年，八名研究员将与一所少数民族高中及其附属学校的八名教师组成小组。他们将合作开发和提供课程，这些课程反映了对数学课程的垂直一致性和与研究数学的联系的强有力理解。MAVS项目开发了创新的项目组成部分，如研究和教学研讨会、指导三人组和教学小组。导师三人组由一名研究员、他/她的研究顾问和一名MAVS教员导师组成。教学小组由两名MAVS研究员组成，其中一名是初中导师，一名是高中导师。该项目将建立一个模型，将数学课程中的垂直衔接扩展到研究水平的数学，并将在地方、州和全国范围内推广。研究生将获得21世纪职场中至关重要的领导能力和沟通技巧。K-12学生将受益于开发的示范课程，K-12教师将受益于对数学内容和他们所教的数学的重要性以及如何在课程中定位的更好理解。该项目的重点是推广一种创新模式，以解决服务不足的学生群体的迫切需求，从而改善从初中到研究生阶段的数学教育。