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：通过系统教学变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（作为牵头），钱德勒-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.库姆斯学区，以及盐河皮马-马里科帕社区学校。支持合作伙伴包括：亚利桑那州立大学、马里科帕县社区学院区、格伦代尔、梅萨和皮奥里亚学区。这个MSP目标项目支持教师提高他们对中学数学教学的认识，以及社区大学的发展性数学。促进亚利桑那州中学数学卓越（PEAMSM）项目为合作学校和学院的可持续专业发展提供了一个系统的模型，以实现提高学生在中学数学课程中的成绩的目标，从而使这些学生能够成功地过渡到更具挑战性的课程和高中课程。项目活动包括四个方面：教师知识发展；以学校为基础的合作;能力建设;和研究。该项目还对可持续专业发展计划的特征和机制进行了研究，并为理解教师和学生的数学思维和信念提供了知识体系。PEAMSM针对亚利桑那州凤凰城市区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名职前中学教师，共影响5-8年级24000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的学生的影响。项目研究结果将在同行评议的数学教育期刊上发表，并在州和国家会议上发表。该项目为社区大学数学教育研究师资的专业发展和教师教育提供了一个全国性的模式。

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.