MAESTRO - Mathematics and Earth Science Teachers Resource Organization

数学和地球科学教师资源组织(MAESTRO)是詹姆斯·麦迪逊大学与哈里森堡市和弗吉尼亚州佩奇县公立学校之间的一个轨道1：概念验证合作项目。Maestro侧重于通过在职教师和职前教师与STEM教师的区域合作，以及发展未来地球科学劳动力和支持加强地球科学教育的区域网络的战略目标，提高公众对地球系统的科学素养。该合作伙伴关系正在将数学和地球科学教学结合在初中和高中，方法是开发一种综合的数学和地球系统科学方法来教授6年级和9年级的教学，地球科学概念通常是在这两个年级教授的，还有预代数和代数。这一课程整合的目的是通过具体的基于地球系统的例子来增强学生的数学技能和信心，同时通过对地球系统现象进行量化和数学建模来提高地球科学教学的相关性和严谨性。大师强调发展心理网络和探究，作为支持学生在定量地球系统科学的多学科方面的元认知的手段。该项目包括两个暑期专业发展讲习班和学年课程研究(有组织的教师协作)。基于现场的案例研究是由教师和JMU教职员工合作开发的，提供了一个切实的、相关的环境，在其中学生可以应用和理解与地球系统演化有关的数学应用和科学过程。Maestro的研究部分侧重于当地实地案例研究对学生在数学和地球科学方面的表现和认知的影响，以及课堂研究对教师将STEM概念整合到课堂上的能力和意愿的影响。预计拟议的跨年级合并将首先加强学生对数学和科学(中学的一个问题)的兴趣，然后加强其他科学(高中的一个问题)的相关性，这两个方面都支持地球系统扫盲。对这一方案对参与教育工作者的影响的准实验评估正被用来记录项目成果，并表明这一综合方法作为一种模式的潜力。

The Mathematics And Earth Science Teachers' Resource Organization (MAESTRO) is a Track 1: Proof-of-Concept partnership project between James Madison University and Harrisonburg City and Page County Public Schools in Virginia. MAESTRO focuses on improving public Earth System Science literacy, through a regional collaboration of in-service and preservice teachers with STEM faculty, as well as the strategic goals of developing the future geoscience workforce and supporting regional networks that strengthen geoscience education. The partnership is combining mathematics and Earth science instruction in middle and high schools by developing an integrated mathematics and Earth systems science approach to instruction in Grades 6 and 9, where Earth science concepts are typically taught, along with pre-algebra and algebra. This curricular integration is intended to enhance the mathematical skills and confidence of students through concrete, Earth systems-based examples, while increasing the relevance and rigor of Earth science instruction via quantification and mathematical modeling of Earth system phenomena. MAESTRO emphasizes the development of mental networks and inquiry as means to support student metacognition in multidisciplinary aspects of quantitative Earth systems science. The project involves two summer professional development workshops and academic year Lesson Study (structured teacher collaboration). Site-based case studies, developed in collaboration between teachers and JMU faculty members, provide a tangible, relevant setting in which students can apply and understand mathematical applications and scientific processes related to evolving Earth systems. The research component of MAESTRO is focused on the impact of local field-based case studies on student performance in, and perception of, mathematics and Earth science, as well as the impact of Lesson Study on the teachers' ability and willingness to integrate STEM concepts in the classroom. It is anticipated that the proposed integration across grade bands will first strengthen students' interests in mathematics and science (a problem in middle school) and subsequently reinforce the relevance of other sciences (a problem in high school), both in support of Earth systems literacy. Quasi-experimental evaluation of the impact of this program on participating educators is being used to document project outcomes and indicate the potential of this integrated approach as a model.