Rice University School Mathematics Project

该项目将建立高中/高中之间的工作关系 中学数学教师与大学数学研究 休斯顿地区的科学家们， 导师/硕士教师计划。 夏季将有密集的 学院和学年课程由硕士教师授课， 数学科学家和教育家。 休斯顿独立学校 学区是全国第五大学区，60%的 学生和50%的教师来自少数民族。 的目标 是发展一个学校系统/大学模式， 参与教师的数学知识与教学策略 通过与研究的互动来增强和维持 数学家、统计学家、计算机科学家和数学家 教育工作者 数学内容将包括线性代数的当前主题， 概率，统计，数值方法，数论，算法， 几何学逻辑学和计算机 数学和计算机的影响 对当代科学、技术和社会的科学研究也将是 探讨了 该项目将开发和出版大学预科水平的 教学单元、示范课录像和相关材料， 还有一份数学通讯 连续三个夏天（1987年、1988年、1989年），48名教师将 参加莱斯大学的校园在六个密集的星期， 讲座/解决问题的讲习班，研讨会，座谈会，小组研究， 同伴小组介绍和中学教学准备 单位 工作坊的导师将是六所硕士高中 教师，他们与六位导师一起制定了内容/教学策略 大学数学研究人员和教育工作者在春季 1987. 在项目开始时，参与者将是教师， 在一个有天赋/有才能的项目中教书。 在第二和第三阶段， 并会挑选普通班教师。 在学年期间，将有每月讲习班，研讨会和 莱斯大学校园的年度会议。 该项目将是一个长期的高质量的数学模型 学校系统/大学研究人员伙伴关系，以改善大学预科教育 数学教学

This project will establish a working relationship between high/middle school mathematics teachers and university research mathematical scientists, in the Houston area, by establishing a research mentor/master teacher program. There will be intensive summer institutes and academic year programs taught by the master teachers, mathematical scientists and educators. The Houston Independent School District is the fifth largest school district in the nation with 60% of the students and 50% of the teachers from minority groups. The goals are to develop a school system/university model in which the participating teachers' mathematical scholarship and teaching strategies are enhanced and sustained by their interactions with research mathematicians, statisticians, computer scientists, and mathematics educators. The mathematical content will include current topics in linear algebra, probability, statistics, numerical methods, number theory, algorithms, geometry, logic and computers. The impact of mathematics and computer science on contemporary science, technology and society will also be explored. The project will develop and publish pre-college level teaching units, videos of demonstration lessons and related material, and a mathematics newsletter. For three successive summers (1987,1988,1989), 48 teachers will participate on Rice University's campus in six intensive weeks of lecture/problem solving workshops, seminars, colloquia, group study, peer group presentations and preparation of secondary level teaching units. The instructors of the workshops will be six master high school teachers, who developed the content/teaching strategies with six mentor university mathematical researchers and educators during the Spring of 1987. At the start of the project, participants will be instructors who teach in a gifted/talented program. In the second and third phases, teachers of regular classes will also be selected. During the academic year there will be monthly workshops, seminars and a yearly conference on Rice University's campus. This project will be a high quality mathematical model for a long term school system/university researcher partnership to improve pre-college mathematical instruction.