Arizona Master Teachers of Mathematics (AZ-MTM)

亚利桑那州数学名师 (AZ-MTM)

基本信息

  • 批准号:
    1035330
  • 负责人:
  • 金额:
    $ 180.28万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2010
  • 资助国家:
    美国
  • 起止时间:
    2010-08-01 至 2016-09-30
  • 项目状态:
    已结题

项目摘要

The Arizona Master Teachers of Mathematics (AZ-MTM) is a partnership among the University of Arizona Department of Mathematics and College of Education, the Tucson Unified School District, the Sunnyside School District, the Pima County Regional Support Center, and the Arizona K-12 Center. The AZ-MTM is working to create 20 Master Teachers (as part of a single cohort) who can provide school, district, and state-level leadership in K-8 mathematics. The AZ-MTM is a 5-year program that provides extensive training to Master Teacher Fellows (MTFs) in the leadership of professional learning communities, analysis of authentic artifacts of practice, coaching and mentoring strategies, equity in mathematics teaching and learning, organizational structures and systems thinking, and pre-service teacher education. The program is structured using an apprenticeship model, with MTFs taking increased leadership roles and responsibility for professional development in mathematics within their schools and districts as the program progresses. The AZ-MTM program builds directly upon research on mathematics teacher professional development and teacher leader development in that Fellows are developing knowledge of research, and acquiring practical experience implementing research-based professional development. Research-based methods central to the AZ-MTM program include analysis of student work and other artifacts, development of professional learning communities, cognitive and content coaching, and consideration of organizational contexts. The intellectual merit of the program is further demonstrated by its focus on the development of teacher leaders who have knowledge of research and methods in the areas of equity, mathematical discourse, and English Language Learners, and cultural and community knowledge in mathematics education. The impacts of the AZ-MTM program begin with the Master Teacher Fellows themselves and then spread through the schools and districts in which the MTFs work. Fellows assist other teachers in their schools in improving their teaching of mathematics. Importantly, the AZ-MTM program is creating Master Teachers who utilize professional development methods that are research-based and who focus teachers' attention on supporting the mathematics learning of students who have been underrepresented in STEM fields. In these ways, the program is helping to ensure the broadest impact possible on the quality of K-8 mathematics instruction.
亚利桑那州数学硕士教师(AZ-MTM)是亚利桑那大学数学系和教育学院、图森联合学区、桑尼赛德学区、皮马县区域支持中心和亚利桑那州K-12中心之间的合作伙伴关系。AZ-MTM正在努力创建20名大师教师(作为一个队列的一部分),他们可以在K-8数学方面提供学校,地区和州一级的领导。AZ-MTM是一个为期5年的项目,为硕士教师研究员(mtf)提供广泛的培训,包括专业学习社区的领导、实践的真实工件分析、指导和指导策略、数学教与学的公平性、组织结构和系统思维以及职前教师教育。该计划采用学徒模式,随着计划的进展,mtf在其学校和地区的数学专业发展中发挥更大的领导作用和责任。AZ-MTM项目直接建立在数学教师专业发展和教师领导发展的研究基础上,研究员正在发展研究知识,并获得实施研究型专业发展的实践经验。以研究为基础的方法是AZ-MTM项目的核心,包括对学生作业和其他工件的分析,专业学习社区的发展,认知和内容指导,以及对组织背景的考虑。该计划的智力价值进一步体现在其对教师领导者的发展的关注上,这些教师领导者在公平、数学话语、英语学习者以及数学教育中的文化和社区知识方面具有研究和方法方面的知识。AZ-MTM项目的影响首先从硕士教师研究员开始,然后传播到mtf工作的学校和地区。研究员帮助学校里的其他老师改进数学教学。重要的是,AZ-MTM项目正在培养大师教师,他们利用以研究为基础的专业发展方法,将教师的注意力集中在支持STEM领域代表性不足的学生的数学学习上。通过这些方式,该计划有助于确保对K-8数学教学质量产生最广泛的影响。

项目成果

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Rebecca McGraw其他文献

Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
双语数学话语=双数发展吗?
  • DOI:
    10.1177/0042085914536997
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    2.3
  • 作者:
    E. Rubinstein;Amanda A. Sox;Suzanne E. Kaplan;Rebecca McGraw
  • 通讯作者:
    Rebecca McGraw
Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English
中移民学生用西班牙语和英语发展数学推理
  • DOI:
    10.1080/15235880802640656
  • 发表时间:
    2009
  • 期刊:
  • 影响因子:
    1.6
  • 作者:
    Rebecca McGraw;E. Rubinstein
  • 通讯作者:
    E. Rubinstein
The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators
作为专业发展工具的多媒体案例:数学职前教师、在职教师、数学家和数学教师教育者之间的在线和面对面互动分析
  • DOI:
    10.1007/s10857-007-9030-3
  • 发表时间:
    2007
  • 期刊:
  • 影响因子:
    2.1
  • 作者:
    Rebecca McGraw;K. Lynch;Yusuf Koç;A. Budak;Catherine A. Brown
  • 通讯作者:
    Catherine A. Brown
Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention
  • DOI:
    10.1186/s40594-024-00523-1
  • 发表时间:
    2025-02-24
  • 期刊:
  • 影响因子:
    8.000
  • 作者:
    Adem Ekmekci;Mahtob Aqazade;Rebecca McGraw;Gregory Rushton;David J. Gibson;Cathleen Cerosaletti;Michael Daley;Burak Kucuk
  • 通讯作者:
    Burak Kucuk
When time is an implicit variable: An investigation of students’ ways of understanding graphing tasks
当时间是隐含变量时:对学生理解绘图任务的方式的调查
  • DOI:
    10.1080/10986065.2018.1509421
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    1.6
  • 作者:
    Cody L. Patterson;Rebecca McGraw
  • 通讯作者:
    Rebecca McGraw

Rebecca McGraw的其他文献

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{{ truncateString('Rebecca McGraw', 18)}}的其他基金

Collaborative Research: Exploring the Impact of Noyce Master Teaching Fellowship Programs on Teacher Retention: The Role of Motivation, Leadership, and School-Work Environment
合作研究:探索诺伊斯大师教学奖学金计划对教师保留的影响:动机、领导力和学校工作环境的作用
  • 批准号:
    1950002
  • 财政年份:
    2020
  • 资助金额:
    $ 180.28万
  • 项目类别:
    Standard Grant
Teacher Education for Equitable Mathematics Instruction: An Exploratory Study of Noyce Program Impacts
公平数学教学的教师教育:诺伊斯计划影响的探索性研究
  • 批准号:
    1758401
  • 财政年份:
    2018
  • 资助金额:
    $ 180.28万
  • 项目类别:
    Standard Grant
Arizona Master Teacher Program for Mathematics: AZ-MTM
亚利桑那州数学名师计划:AZ-MTM
  • 批准号:
    0934954
  • 财政年份:
    2009
  • 资助金额:
    $ 180.28万
  • 项目类别:
    Standard Grant

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超对称可积系统:master对称、Cartan-Maurer方程
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    18.0 万元
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