Students and Teachers Acquiring Mathematical Power

这个为期三年的项目将为旧金山三所少数民族入学率较高的高中的教师提供工具，用来重建他们在大学里的数学课程。在大学数学家的帮助下，总共约25名高中数学教师将审查数学示范课程材料，将其纳入课堂，并适应早期高中树立的协作学习模式，这种模式已被证明在少数民族大学新生中取得了成功。每年夏天，12名高中教师和3名初中教师将参加一个为期六周的研讨会，其中包括加深他们对数学的理解，学习和改编示范材料，并在一所“过渡暑期学校”测试这些材料。在学年期间，每位高中教师每天将花费一小时进行课程规划和在职研讨会的准备工作。项目工作人员将每周与各自学校的参与者会面，每月与参与者集体会面。该项目的影响将传播到三所参与学校之外，包括一个由地区赞助的为期两周的暑期学院，将项目教师纳入地区的导师教师计划，以及项目教师参与地区和州课程委员会。该大学和学区以分摊费用的方式出资，数额相当于NSF奖金的77%。

This three-year project will provide teachers from three San Francisco high schools with high minority enrollments with the tools with which to rebuild their college-track mathematics classes. With the assistance of university mathematicians, a total of approximately 25 high school mathematics teachers will examine exemplary curricular materials in mathematics, incorporate them into their classes, and adapt to the early high school setting a model of collaborative learning that has proven successful with minority college freshmen. Each summer, 12 high school teachers and 3 junior high school teachers will participate in a six-week workshop that includes deepening their own understanding of mathematics, studying and adapting exemplary materials, and testing those materials in a "transition summer school." During the academic year, each of the high school teachers will spend one hour per day in curricular planning and the preparations of inservice workshops. Project staff will meet weekly with participants in their individual schools and monthly with the participants as a group. Dissemination of the project's impact beyond the three participating schools will include a district-sponsored two-week summer institute, the inclusion of project teachers in the district's mentor teacher program, and the participation of project teachers on district and state curriculum committees. The university and the school district are contributing as cost- sharing an amount equal to 77% of the NSF award.