New Dimensions in K-8 Geometry Teaching

这个为期三年的项目旨在通过增加几何教学的数量和质量来改善幼儿园到8年级的几何教学。每年夏天，来自巴尔的摩地区的40名教师将参加一个为期四周的研讨会，该研讨会将数学内容和方法的教学整合在一起，特别是教具和教育软件的使用。后续活动包括学年期间的四次会议和项目工作人员对参与者教室的访问。评估将评估项目对参与者对几何的知识和态度以及他们的教学实践的影响。强调操作活动和具体应用，以及对低年级的关注，使这个项目对少数民族学生的教师特别有益。该项目代表了一所大学研究数学家、一所独立学校和巴尔的摩公立学校的合作努力。大多数参与者将是少数民族学生较多的学校的教师。阿贝尔基金会和巴尔的摩公立学校将分担相当于国家科学基金会奖金19%的费用。

This three-year project seeks to improve the teaching of geometry in kindergarten through grade 8 by increasing the quantity and quality of the geometry that is taught. Each summer, forty teachers from the Baltimore area will participate in a four-week workshop that integrates instruction in mathematical content and methodology, especially the use of manipulatives and educational software. Follow-up activities include four meetings during the academic year and visits by the project staff to the participants' classrooms. The evaluation will assess the project's effect on the participants' knowledge of and attitudes towards geometry and on their teaching practices. The emphasis on manipulative activities and concrete applications, as well as the focus on lower grade levels, makes this project especially beneficial for teachers of minority students. The project represents a collaborative effort by a university research mathematician, an independent school, and the Baltimore Public Schools. A majority of the participants will be teachers from schools with large minority enrollments. The Abell Foundation and the Baltimore Public Schools are contributing in cost-sharing an amount equal to 19% of the NSF award.