Building on the Success of Critical Issues in Mathematics Education Workshops

改善美国的数学教育需要许多专业人士的承诺和投入，包括研究数学家。让研究型数学家参与数学教育需要通过培养对数学教育中关键问题的理解和跨专业社区工作的能力来支持数学家的生产性参与。这些会议将由首屈一指的数学研究所之一设计和实施，以继续其数学家与数学教育者进行实质性和有纪律的接触的例子，以改善数学教育。会议的设计将使数学和数学教育界能够解决对改善美国数学教育至关重要的问题，重点是让数学家系统地参与这项工作。特别强调的是让数学界的系主任和其他领导人参与这项工作，以扩大这项工作的影响。这些会议将继续并以先前成功的策略为基础，以新的创新吸引数学界，以提高数学家的意识和活动，为数学教育做出富有成效的贡献，跨专业社区工作，成为该领域的积极管理者。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。这两个研讨会的目标是招募数学和数学教育研究界的关键人物，共同努力改善数学教育；提出关键问题；提请注意多样化参与和数学成功的问题；并为参与者提供富有成效的参与形象，供他们返回专业社区时借鉴。会议的设计基于一个程序逻辑模型，即全国数学教育关键问题的数学家和数学部门的招聘和生产性参与将增加我们对如何以系统，知情和可销售的方式让数学家参与教育工作的理解，并将导致更多的数学家建设性地支持数学教育。这些会议将于2015年和2016年举行，重点关注发展数学和数学教育中的其他关键问题。国际知名的教育咨询委员会（EAC）将负责一组主要组织者，以完善一套指导性问题，为计划、选择演讲者和活动提供连贯性。将邀请数学家和数学教育工作者，包括两个社区的领导和团队代表参加。主要组织者将最后确定与与会者和东非共同体协商制定的行动计划，该计划将在网上传播，并作为会议报告的重点。会议将被严格评估，以告知组织者和更广泛的社区，会议设计的创新是否支持增加数学家的参与，并通过对数学家和其他参与者的调查和访谈来研究假设的影响来源。

Improving mathematics education in the US will require the commitment and input of many professionals, including research mathematicians. Engaging research mathematicians in mathematics education requires supporting productive participation of mathematicians by fostering an understanding of critical issues in mathematics education and the capacity for working across professional communities. The conferences will be designed and implemented by one of the premiere mathematics institutes positioned to continue its example of substantial and disciplined engagement of mathematicians with mathematics educators toward the improvement of mathematics education. The design of the conferences will allow the mathematics and mathematics education community to address issues that are vital to the improvement of mathematics education in the US, with a focus on engaging mathematicians systematically in this work. A special emphasis will be on engaging department chairs and other leaders in the mathematical community in this work to broaden the impact of the work. These conferences will continue and build upon prior successful strategies with new innovations for engaging the mathematics community to increase the awareness and activity of mathematicians to make productive contributions to mathematics education, working across professional communities, to be active stewards of the field. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The goals of the two workshops are to recruit key individuals in the mathematics and mathematics education research communities to work together for the improvement of mathematics education; frame critical issues; draw attention to issues of diverse participation and success in mathematics; and provide images of productive engagement for participants to draw upon as they return to their professional communities. The design of the conferences is based on a program logic model that the recruitment and productive engagement of mathematicians and mathematics departments in critical issues of mathematics education nationally will increase our understanding of how to involve mathematicians in education work in a systematic, informed, and salable way, and will lead to more mathematicians constructively supporting mathematics education. The conferences, held in 2015 and 2016, will focus on developmental mathematics and other critical issues in mathematics education. An internationally renowned Education Advisory Committee (EAC) will charge a group of lead organizers to refine a set of guiding questions that will provide coherence for the planning, selection of speakers, and activities. A cross-section of mathematicians and mathematics educators, including those representing leadership and teams in both communities, will be invited to participate. The lead organizers will finalize a plan of action developed in consultation with the conference participants and EAC, to be disseminated online and to serve as a focus of the conference reports. The conferences would be rigorously evaluated to inform the organizers and the broader community on whether innovations in the conference design support increased mathematicians' involvement and study the hypothesized sources of impact via survey and interviews with mathematicians and other participants.