Teachers Empowering Teachers: Vertically-integrated, Inquiry-based Geometry in School Classrooms

93-55671这个为期35个月的项目由圣奥拉夫学院主办，费用为633,762美元，据报道，非国家科学基金会分担的费用为209,985美元，将涉及50名中(6-9年级)和高年级(10-12年级)教师，利用实践材料和技术来改善他们的几何教学，以促进学生的探究。教师将以地区小组的身份参加两个为期四周的暑期研习班，目的是创造情景，在他们的地区发起垂直整合的几何课程改革。该项目将为教师提升项目制定指导方针，以创建和维持6-12年级数学探究式教学，并推动与几何相关的主题。在第一个夏天，参与者将扩展他们的几何知识，使用机械手和技术的教学技能，以及构建基于探究的情景。在这一年中，他们将建立网络，并观察导师和同事的学习和反思。在第二个夏天，他们将扩大自己的知识，学习提供员工发展，并开始垂直整合的课程。在第二学年，学员将教授和复习他们的课程/场景，并为他们在地区的同事提供员工发展。该项目将以一次关于几何教学的全国会议为高潮，突出参与者团队情景，作为使用技术和操纵法的垂直整合探究课程的范例。该项目将重点培养教师在几何和相关主题的教学中的技能和信心，并以探究模式使用技术和操作。从第一级开始，参与者将建立供他们所在地区的同事使用的情景和单位。参加者将获得工作人员发展和学校变更方面的技能，以加强地区执行他们的努力。地区将通过在建筑物内和建筑物之间的合作规划机会，以及与同事就课程和教室变化进行合作的机会来做出贡献。

93-55671 Abstract This thirty-five month project hosted at St. Olaf College at a cost of $633,762 with non-NSF cost-sharing reported at $209,985 will involve 50 middle (grades 6-9) and upper grade (10- 12) teachers to improve their teaching of geometry using hands-on materials and technology to promote student inquiry. The teachers will participate, as district teams, in two four-week summer institutes with the purpose of creating scenarios that will initiate vertically-integrated geometry curricular change in their districts. The project will generate guidelines for teacher enhancement projects to create and sustain inquiry based teaching of mathematics, grades 6-12, with an impetus from geometry related topics. In the first summer, participants will expand their knowledge of geometry, instructional skills using manipulatives and technology, and construction of inquiry-based scenarios. During the year, they will establish networks and observe mentors and colleagues for learning and reflection. In the second summer, they will expand their knowledge, learn to provide staff development, and begin vertically-integrated curricula. During the second academic year, participants will teach and revise their lessons/scenarios and provide staff development to their colleagues in the district. The project will culminate with a national conference on the teaching of geometry with participant-team scenarios highlighted as examples of a vertically-integrated inquiry curricula using technology and manipulatives. The project will focus on building teacher skills and confidence in the teaching of geometry and related topics with technology and manipulatives in an inquiry mode. From this first level, the participants will move to establishing scenarios and units for use by their colleagues in their district. The participants will gain skills in staff development and school change to enhance district implementation of their efforts. Districts will contribute through co llaborative planning opportunities, within and across buildings, and opportunities to work with colleagues on curriculum and classroom change.