Leadership Program in Discrete Mathematics -- Phase III

[454406]罗森斯坦离散数学领导力项目——第三阶段罗格斯大学与学区伙伴合作，培养了一批熟悉离散数学概念的领导骨干教师，他们将离散数学融入课堂和课程，并与同事分享他们的专业知识和经验。该项目为期五年，主要是区域性的（CT， DC， DE， MA， MD， NJ， NY， PA， RI， VA）项目建立在早期nsf支持项目的坚实基础上，直接针对660名K-8年级的数学教师。每个参与者参加一个为期两周的暑期培训，在接下来的学年中参加四次后续培训，并在接下来的夏季参加一个为期一周的培训。学院有住宿和通勤两种形式。所有年级的参与者都被介绍到离散数学的相同主题，并学习如何在所有年级使用这些主题。除了参加所有的暑期课程和学年的后续课程外，项目参与者还需要在课堂上使用研究所的材料和活动，为他们的同事提供有关这些材料和活动的研讨会，并努力改变他们学校和地区的课程，使其包括这些材料和活动。项目评估包括对实现项目目标、目的、策略和时间表的进展进行评估；为教师和学生持续改进课程/教学材料和课程顺序的证据；以及K-8年级教师有效地将离散数学主题融入实际课堂使用的证据。来自DIMACS/罗格斯大学和合作学区的费用分摊占NSF奖励金额的39%。

9454406 Rosenstein LEADERSHIP PROGRAM IN DISCRETE MATHEMATICS -- PHASE III Rutgers University, in cooperation with school district partners, develops a leadership cadre of teachers who are knowledgeable about concepts of discrete mathematics, who incorporate discrete mathematics into their classrooms and curricula, and who share their expertise and experiences with colleagues. The five-year, principally regional (CT, DC, DE, MA, MD, NJ, NY, PA, RI, VA) project builds on a solid base of earlier NSF-supported projects and targets directly 660 teachers of mathematics in grades K-8. Each participant attends a two-week summer institute, four follow-up sessions during the subsequent school year, and a one-week institute during the following summer. Institutes are in both residential and commuter formats. Participants at all grade levels in the program are introduced to the same topics in discrete mathematics and learn how these topics can be utilized at all grade levels. In addition to their participation in all sessions of the summer institutes and academic-year follow-up sessions, program participants are expected to use institute materials and activities in their classrooms, provide workshops on these materials and activities for their colleagues, and work to change their school's and district's curriculum to include the materials and activities. Project evaluation includes assessment of progress in achieving project goals, objectives, strategies, and timelines; evidence of continued refinement of curricular/instructional materials for teachers and of curricular sequencing for students; and evidence of effective integration of discrete mathematics topics into actual classroom use by teachers in all grade levels of K-8. Cost-sharing from DIMACS/Rutgers University and from partner school districts represents 39% of the NSF award amount.