High School to College Mathematics Pathways: Preparing Students for the Future

虽然有很多关于高中和中学后数学教学应该做什么的报告和建议，但在了解如何在实践中采取和实施这些改进，特别是从高中到中学后数学教育的衔接方面，还需要做更多的工作。包括主要数学和统计学会在内的数学科学会议委员会（CBMS）将主持一次会议，发起一项弥合高中和大学数学差距的全国性努力。这次会议的具体目标是建立以州为基础的团队——包括K-12、两年制大学和州高等教育系统的领导者——他们将协调行动，通过中学后数学教育提高高中的清晰度。会议之后将进行为期18个月的交流和支持，随后将举行第二次论坛，报告进展、成就和遇到的障碍。该项目将形成各州行动计划的综合，广泛分享，并为其他各州提供指导。对其进展的正式评估将产生对其他州极有价值的信息。通过促进高中到大学之间更好的沟通和表达，并关注经常阻碍学生进步的个人和社交技能，我们应该看到实施一些项目，为学生接受高等教育做好准备，提高他们的成功程度。这个项目有可能对所有类别的学生产生广泛的影响，特别是对目前面临最大风险的学生，包括来自资源不足的学校的学生，来自代表性不足的少数民族的学生，以及他们家庭中第一代上大学的学生。这些学生面临的风险最大，他们将从精心设计的州为基础的努力中获益最多。该项目得到了Discovery Research PreK-12和改善本科STEM教育项目的资助。这项工作将建立在德克萨斯大学奥斯汀分校查尔斯·a·达纳中心现有工作的基础上，并将借鉴CBMS成员协会最近的报告和建议。会议将由20至25个州为基础的团队组成，每个团队代表该州的教育部门、旗舰大学和高等教育系统以及两年制学院系统。各队还将招募致力于提高高中或大学数学教育水平的各州领导人。该论坛计划于2019年春季举行，将汇集来自参与国的团队，了解其他国家的做法；熟悉现有的建议、项目和支持；并计划自己的行动。作为本次会议的后续行动，将开展大规模和多地点的实施工作，为研究这些问题和学习在不同国家背景下有效的战略提供了一个独特的机会。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

While there are many reports and recommendations of what should be done with both high school and post-secondary mathematics instruction, much more work is needed on understanding how these improvements are taken up and implemented in practice, particularly the articulation from high school to post-secondary mathematics education. The Conference Board of the Mathematical Sciences (CBMS), whose membership includes the major mathematics and statistics societies, will host a conference to initiate a national effort bridging the gaps between high school and college mathematics. The specific goal of this conference will be the creation of state-based teams---incorporating leaders in K-12, two-year colleges, and the state's higher education system---that will coordinate action to improve the articulation of high school through post-secondary mathematics education. The conference will be followed by an 18- month period of networking and support, leading to a second forum to report on progress, accomplishments, and obstacles encountered. The project will result in a synthesis of the states' action plans to be shared broadly and serve as a guide for other states. The formal assessment of their progress will produce information that will be extremely valuable to other states. By facilitating better communication and articulation across the high school to college divide and paying attention to the personal and social skills that often impede student progress, we should see the implementation of programs that create improved student readiness for post-secondary education and improved success. This program has the potential for broad impact across all categories of students, with particularly strong implications for students who are currently at most risk, including students from under-resourced schools, from under-represented minorities, and those who are in their family's first generation to go to college. These are the students who are most at risk and who would benefit the most from well-crafted state-based efforts to improve this articulation. This project is supported with funding from the Discovery Research PreK-12 and Improving Undergraduate STEM Education programs. This effort will build on the existing work by the Charles A. Dana Center at the University of Texas, Austin, and will draw on recent reports and recommendations of CBMS member societies. The conference will be built around 20 to 25 state-based teams, each team representing the state's department of education, the flagship university and higher education system, and the two-year college system. Teams will also draw on state leaders who have been engaged in efforts to improve mathematics education at either the high school or college level. This forum, planned for spring of 2019, will bring together teams from the participating states to learn what other states have done; to get acquainted with the recommendations, programs, and supports that are available; and to plan their own course of action. The large-scale and multi-venue effort at implementation that will be conducted as follow-up to this conference provides a unique opportunity to study these issues and learn strategies that are effective within different state contexts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.