Preparation of Mathematics Majors to Become Highly Qualified Mathematics Teachers

诺伊斯亚利桑那州数学教学（AZ MaTh）计划将汇集数学系与亚利桑那大学教学，学习和社会文化研究系之间的合作伙伴关系，两个高需求的当地教育机构和图森的磁铁中学。该计划的目标是招募数学专业的学生，他们将成为亚利桑那州30名高素质的数学教师。 该计划将通过多方面和创新的招聘活动，并通过实施教师准备计划，发展和加强未来教师与亚利桑那州和全国其他地区不同学生合作的能力，对高素质数学教师的短缺做出正面回应。该计划的特点是涉及数学和数学教育教师，本科生，教师，中学数学学生及其家庭的集体努力，准备高素质的数学教师的社区。虽然该计划是专为亚利桑那大学的学生与当地学区的学生一起工作，但它有可能成为全国其他计划的典范;特别是在未来教师与当地社区互动的方式上，并学会将他们的文化和语言作为教育资产。AZ数学将准备中学数学教师具有强大的内容和教学知识，以及在数学教学和学习不同的学生文化和语言方面的深刻理解。AZ Noyce数学计划的总体目标是：（1）促进中学数学教学，使其成为数学专业本科生的一个可行和有吸引力的职业选择，（2）招募本科生进入STEM教师管道，重点是学术价值，并增加数学系中学数学教育课程毕业生的数量，（3）为未来的数学教师创建一个可持续的招聘计划，其中包括与初中和高中学生合作的重要和实质性的经验，以及（4）加强我们的中学数学教育计划，为未来的数学教师做好准备，以便在亚利桑那州和全国范围内与种族和语言多样的学生进行卓越的教学和工作。AZ Math计划为潜在的教师提供高质量的经验，与当地学校的学生和家庭以及其他参加各级数学课程的本科生一起工作。这些经验包括担任（1）当地中学的导师，（2）小学教师数学课程的本科教学助理，（3）与合作学校暑期实习的教师助理，以及（4）在合作双语学校的课后计划实习生。课程材料和诺伊斯学者在课后计划的成果和经验将提供给其他数学教育工作者和教师准备计划。该项目利用数学家和数学教育工作者之间正在进行的和计划中的合作，为未来的教师改进本科课程。该项目团队的研究工作也有可能有助于广泛了解如何故意的文化敏感性和注意力的语言障碍，在数学教师的职前培训可以导致学生的成功和多样性的类型的教师招聘到该计划。

The Noyce Arizona Mathematics Teaching (AZ MaTh) Program will bring together partnerships between the Department of Mathematics and the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona, two high-need local educational agencies and a magnet middle school in Tucson. The goal of this program is to recruit mathematics majors that will become 30 highly qualified mathematics teachers in Arizona. The program will offer a head-on response to the shortage of highly qualified mathematics teachers through multifaceted and innovative recruitment activities, and by implementing a teacher preparation program that develops and strengthens prospective teachers' abilities to work with diverse students across Arizona and the rest of the nation. The program is characterized by involving a community of mathematics and mathematics education faculty, undergraduates, teachers, secondary mathematics students and their families in a collective effort to prepare high-quality mathematics teachers. While the program is designed for University of Arizona students to work with students from local school districts, it has the potential to become a model for other programs across the country; especially in the way prospective teachers interact with the local community and learn to incorporate their culture and language as educational assets. AZ MaTh will prepare secondary mathematics teachers with strong content and pedagogical knowledge as well as a deep understanding of cultural and linguistic aspects in the teaching and learning of mathematics to diverse students. The overall goals of the AZ Noyce MaTh Program will be to: (1) promote secondary mathematics teaching as a viable and engaging career choice for talented undergraduate students in mathematics, (2) recruit undergraduate students into the STEM teacher pipeline, with an emphasis on academic merit, and to increase the number of Secondary Mathematics Education Program graduates in the Department of Mathematics, (3) create a sustainable recruitment program for future mathematics teachers that includes significant and substantial experiences to work with middle and high school students, and (4) enhance our Secondary Mathematics Education Program to prepare future mathematics teachers for excellence in teaching and working with ethnically and linguistically diverse students in Arizona and nationwide. The AZ MaTh program provides high quality experiences for the potential teachers to work with students and families in local area schools, and with other undergraduate students enrolled in mathematics courses at various levels. These experiences include serving as (1) tutors in local secondary schools, (2) undergraduate teaching assistants in mathematics courses for elementary teachers, (3) teacher assistants in summer internships with partner schools, and (4) interns in an afterschool program at a partner bilingual school. Course materials and the outcomes and experiences of the Noyce scholars in the afterschool program will be made available to other mathematics educators and teacher preparation programs. The project takes advantage of ongoing and planned collaborations between mathematicians and mathematics educators to improve undergraduate course curricula for prospective teachers. The project team's research efforts also have the potential to contribute to a broad understanding of how intentional cultural sensitivity and attentiveness to language barriers during pre-service training of math teachers can lead to student success and a diversity in the types of teachers recruited to the program.