Promoting Excellence in Arizona Middle School Mathematics: Increasing Student Achievement through Systemic Instructional Change

数学和科学伙伴关系（MSP）项目促进亚利桑那州中学数学卓越：通过系统教学改革提高学生成绩涉及10个核心合作伙伴：斯科茨代尔社区学院（牵头），泰勒-吉尔伯特社区学院和格伦代尔社区学院，鹿谷，斯科茨代尔，喷泉山，钱德勒，佛罗伦萨，J.O.梳子学区，以及作为盐河皮马社区学校。支持合作伙伴是：亚利桑那州立大学，马奎拉县社区学院区，格伦代尔，梅萨和皮奥里亚学区。这个MSP有针对性的项目支持教师提高他们对中学数学教学和学习的认识，以及社区大学的发展数学。促进卓越的亚利桑那州中学数学（PEAMSM）项目提供了一个可持续的专业发展在合作学校和学院的系统模型，以实现提高学生在中学数学课程的成绩的目标，从而使这些学生能够成功过渡到更具有挑战性的课程和课程在高中。项目活动分为四个领域：教师知识发展;校本合作;能力建设;以及研究。该项目还对可持续专业发展计划的特点和机制进行了研究，并有助于了解教师和学生的数学思维和信念。PEAMSM的目标是300名在职中学数学教师，32名中学数学教师领导，40名中学管理人员和140名亚利桑那州凤凰城大都会区的职前中学教师，影响了5-8年级的24，000名学生。PEAMSM拥有大量的研究组合。本研究的主要问题是“教师专业发展经验如何促进中学数学教师的意义建构、计算流畅性、问题解决和数学概念理解？“还有其他几个研究问题，涉及调查专业发展的不同方面及其对教师和他们所教学生的影响。项目研究结果将在同行评审的数学教育期刊上发表，并在州和国家会议上发表。该项目提供了一个由受过数学教育研究培训的社区学院教师进行专业发展和教师教育的国家模式。

The Math and Science Partnership (MSP) project Promoting Excellence in Arizona Middle School Mathematics: Increasing Student Achievement through Systemic Instructional Change involves 10 Core Partners: Scottsdale Community College (as the lead), Chandler-Gilbert Community College and Glendale Community College, and the Deer Valley, Scottsdale, Fountain Hills, Chandler, Florence, J.O. Combs school districts, as well as Salt River Pima-Maricopa Community Schools. Supporting partners are: Arizona State University, Maricopa County Community College District, and the Glendale, Mesa, and Peoria school districts. This MSP Targeted project supports teachers in advancing their knowledge about the teaching and learning of middle school mathematics, as well as developmental mathematics in community colleges. The Promoting Excellence in Arizona Middle School Mathematics (PEAMSM) project provides a systemic model of sustainable professional development in partner schools and colleges to achieve the goal of increasing student achievement in middle school mathematics courses, thus enabling these students to make a successful transition to more challenging courses and curricula in high school. Project activities are in four areas: Teacher Knowledge Development; School-Based Collaborations; Capacity-Building; and Research. The project also produces research about the characteristics and mechanisms of a sustainable professional development program, as well as contributes to the body of knowledge for understanding teachers' and students' mathematical thinking and beliefs. PEAMSM targets 300 in-service middle school mathematics teachers, 32 middle school mathematics teacher-leaders, 40 middle school administrators and 140 pre-service middle school teachers in the Phoenix, AZ metropolitan area and impacts a total of 24,000 students in grades 5-8. PEAMSM possesses a substantial research portfolio. The primary research question is "In what ways does the teacher professional development experience promote sense-making, computational fluency, problem solving and conceptual understanding of mathematical ideas among middle school mathematics teachers?" There are several other research questions that involve investigating different aspects of the professional development and its effects on teachers and the students they teach. Project findings will be prepared for publication in peer-reviewed journals of mathematics education and for presentation at state and national conferences. The project provides a national model for professional development and teacher education conducted by community college faculty trained in mathematics education research.