MPWG: Closing the GAP: Math Clubs for Girls

[9553337] Mokros提议的以学校为基础的俱乐部旨在提供一个具有挑战性，参与性，非竞争性的环境，在这个环境中，四年级和五年级的女孩可以发现她们作为数学思想家的力量。这个年龄段的女孩开始对自己解决数学问题的能力失去信心，为了留在科学-数学-工程的“管道”中，她们需要额外的鼓励。这些俱乐部将让女孩们与她们的同学和老师一起进行调查：(1)向她们介绍数学思维领域（逻辑、视觉空间推理、统计学、数论），这远远超出了这些年级传统上强调的算术；(2)有助于多种方法、解释和解决方案，并促进对这些方法的讨论；(3)需要战略和团队合作；(4)采用适当的技术，包括建筑材料、计算器和基于工具的软件。我们建议与来自商界的教师和志愿者合作，在项目过程中实施几个模型数学俱乐部。在本学期中，俱乐部每周至少聚会一小时，最初将由一名课堂老师和TERC工作人员领导，将俱乐部活动与课堂工作联系起来。因此，俱乐部应该为教师提供一种加深和扩展他们自己的数学理解的方法，因为他们探索新的研究，这些研究可以在以后的常规数学课上进行修改和介绍。在第二轮实施中，俱乐部将由教师和当地企业的志愿者共同领导，他们将作为学生数学技能的榜样。扶轮社的另一个重要元素是家长的参与。父母（尤其是母亲）需要知道如何鼓励和支持女儿的数学，并体验与女儿一起解决有意义的数学问题的兴奋感。这些俱乐部将以数字、数据和空间调查为基础，这是一门新的K-5课程，由TERC开发，由戴尔·西摩出版社出版。本课程是专门为不同的学习者群体设计的，使所有学生都能在活动中找到自己的激情，并鼓励在较长一段时间内进行深入和深思熟虑的数学工作。* * *

9553337 Mokros The proposed school-based clubs seek to provide a challenging, engaging, non-competitive environment in which fourth and fifth grade girls can discover their power as mathematical thinkers. Girls of this age, who are beginning to lose confidence in their ability to solve mathematical problems, need an extra boost in order to stay in the science-math-engineering "pipeline." The clubs are to involve girls working with their classmates and teacher on investigations that: (1) introduce them to the realm of mathematical thinking (logic, visual- spatial reasoning, statistics, number theory) which extends far beyond the arithmetic that is traditionally emphasized in these grades; (2) are conductive to multiple approaches, interpretations, and solutions and that promote discussion about these approaches; (3) require strategy and team working; (4) incorporate appropriate technology, including building materials, calculators and tool-based software. A collaboration with teachers and volunteers from the business community is proposed to implement several model math clubs during the course of the project. The clubs are to meet for at least one hour per week during the semester, and initially will be led by a classroom teacher working with a TERC staff member to link club activities with classroom work. Thus, the clubs should provide teachers with a means of deepening and extending their own mathematical understanding as they explore new investigations that can later be modified and introduced during the regular math class. During the second round of implementation, clubs are to be co-led by the teacher and a volunteer from a local business, who will serve as a mathematically-skilled role model for the students. Another important element of the club is parent involvement. Parents (especially mothers) need to know how they can encourage and support their daughters mathematically, and to experience the excitement of working on meaningful mathematics problems wit h their daughters. The clubs are to be based on Investigations in Number, Data and Space, a new K-5 curriculum, developed at TERC and published by Dale Seymour Publications. This curriculum is specifically designed to reach a diverse group of learners, enabling all students to find their own passions reflected in the activities, and encourage deep and thoughtful mathematical work across an extended period of time. ***