The Mathematics Teacher Training Institute (MTTI)

历史上的黑人学院和大学-本科生方案（HBCU-UP）为主要调查人员提供支持，这些调查人员进行机构自我分析，为专门解决机构转型问题的努力做准备。 预计各机构将开展科学研究，在关键知识和文化敏感的干预措施方面取得成果，这有助于HBCUs在教育非裔美国人STEM本科生方面取得成功，这些研究成果将广泛传播给科学界。哥伦比亚哥伦比亚特区大学（UDC）的项目旨在规划基本的研究问题，实验设计和方案活动，以建立一个数学教师培训学院（MTTI），该学院将支持一个更大的机构倡议，从该地区服务不足的社区培养更多的STEM毕业生。该项目的目标是在UDC建立MTTI，其基础是由南方倡议代数项目开发的内容概念化框架和交付方法。该研究所的目的是为高等教育教师提供培训中学数学教师的工具，这些中学主要为该地区代表性不足的少数民族人口服务。 因此，该研究所还将为初中、高中和大学的数学教师制定基于文化上适当和反应灵敏的STEM教学法的专业发展培训课程。 所提出的方法的影响将通过参加UDC和合作K-12学校的学生的数学成果来证明。 该项目的活动包括：与地区高中和教育考试服务处正式建立伙伴关系;培训大学生担任UDC伙伴学校的数学教师;培训伙伴机构的数学教师;评估和研究MTTI培训战略。该项目将由一个外部咨询委员会指导。该奖项反映了NSF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。

The Historically Black Colleges and Universities – Undergraduate Program (HBCU-UP) provides support to principal investigators who undertake an institutional self-analysis in preparation of efforts that specifically address institutional transformation. Institutions are expected to conduct scientific studies that yield results on critical pedagogies and culturally sensitive interventions that contribute to the success of HBCUs in educating African American STEM undergraduates, the likes of which will be broadly disseminated to the scientific community. The project at University of the District of Columbia (UDC) seeks to plan the essential research questions, experimental designs and programmatic activities for developing a Mathematics Teacher Training Institute (MTTI) that would support a larger, institutional initiative for producing more STEM graduates from underserved communities in the region. The goal of this project is to establish MTTI at UDC based on the content conceptualization framework and delivery method developed by the Southern Initiative Algebra Project. The institute’s purpose is to equip higher education faculty with tools to train mathematics teachers at the secondary schools that primarily serve underrepresented minority populations in the region. As such, the institute will also develop professional development training sessions that are grounded in culturally appropriate and responsive STEM pedagogies for mathematics instructors at the middle school, high school and college-level. The impact of the proposed approach will be evidenced via mathematics outcomes of participating students attending UDC and partnering K-12 schools. Activities of this project include: formalizing partnerships with area high schools and the Educational Testing Service; training of undergraduate students to serve as mathematics tutors in the UDC partner schools; training of mathematics teachers from partner institutions; and assessment and study of MTTI training strategies. The project will be guided by an external advisory committee.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.