Tomorrow's Teachers with Dual Degrees in Mathematics and Mathematics Education (TDM)2

明天的数学和数学教育双学位教师 (TDM)2

• 批准号: 1035446
• 负责人: James Tarr
• 金额: $ 117.05万
• 依托单位: University of Missouri-Columbia
• 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: 2010-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1035446&HistoricalAwards=false
• 关键词: Tomorrow; Teachers; Dual; Degrees; Mathematics

Tomorrow's Teachers with Dual Degrees in Mathematics and Mathematics Education is aggressively working to double the number of secondary mathematics teachers graduating from the University of Missouri's undergraduate mathematics teacher education program through the recruitment of mathematics majors into mathematics teaching careers, preparation of these individuals to teach high school mathematics aligned with national standards, and support of mathematics teachers in their induction years. Scholarships are being offered to 15 participants in each of three cohorts (Years 3, 4, and 5), for a total of 45 unique participants over the course of the project. Scholars are being provided summer mathematics teaching internships, dual degree programs (B.S. in Mathematics and B.S. Ed. in Mathematics Education), and $10,000 annual scholarships for those committed to teaching mathematics in high-needs school districts. To increase teacher retention, the project is developing a cadre of mentor teachers in 22 partner schools and supporting Noyce Scholars' participation in professional mathematics teacher conferences. The intellectual merit of this project is based on the qualifications and commitment of project personnel to inform our understanding about recruiting, preparing, and retaining more highly qualified secondary mathematics teachers. The project team has a substantial record of scholarship, partner schools have a rich history of collaboration with the University of Missouri. The project's broader impacts include: (1) improvement in the quality and quantity of mathematics teachers for Missouri schools; (2) building of new sustainable models for the recruitment, preparation, and retention of mathematics teachers to meet the teacher shortage; (3) expansion and deepening of relationships between MU mathematicians, mathematics teacher educators, and K-12 teachers and administrators; and (4) the dissemination of findings from the external evaluation via conference presentations and publications.

明天的数学和数学教育双学位教师正在积极努力，通过招募数学专业的学生进入数学教学职业，使从密苏里州大学本科数学教师教育项目毕业的中学数学教师人数增加一倍，准备这些人按照国家标准教授高中数学，和支持数学教师在他们的入门年。奖学金将提供给三个队列（3年，4年和5年）中的每一个15名参与者，在项目过程中共有45名独特的参与者。学者们正在提供暑期数学教学实习，双学位课程（B.S.数学和B.S.在数学教育），并为那些致力于在高需求学区教授数学的人提供10,000美元的年度奖学金。为了提高教师的保留率，该项目正在22所伙伴学校培养一批教师导师，并支持诺伊斯学者参加专业数学教师会议。这个项目的智力价值是基于项目人员的资格和承诺，以告知我们对招聘，准备和保留更多高素质的中学数学教师的理解。该项目团队拥有大量的奖学金记录，合作学校与密苏里州大学有着丰富的合作历史。该项目的更广泛的影响包括：（1）提高密苏里州学校数学教师的质量和数量;（2）建立新的可持续模式，招聘，准备和保留数学教师，以满足教师短缺;（3）扩大和深化MU数学家，数学教师教育工作者和K-12教师和管理人员之间的关系;以及（4）通过会议介绍和出版物传播外部评价的结果。