Renewing Mathematics Teaching Through Curriculum (RMTC)

9618896 Van Zoest通过课程更新数学教学(RMTC)是密歇根州西南部15所高中的合作项目，这些高中最近采用了Core-Plus数学项目(CPMP)教材，以寻求改善数学教学，使所有学生都能发展数学能力。在这项为期四年的专业发展及课程实施计划中，目标学校的全部154名数学教师均参与教师提升活动的综合反省周期，包括为期八天的暑期课程、所有参加者举行两年一次的会议，以及教师在校舍内定期和经常接触，包括同辈辅导、课堂旁听、共同筹划和小组会议。在三年的时间里，每位教师平均参与382小时的专业发展。作为一项通过7-12年级数学教师强化项目进行的地方性系统性变革，RMTC有五个关键要素：(1)RMTC与协作教师在课堂上使用的示范课程是完整的；(2)RMTC所采取的专业发展方法与示范课程对学生学习的方法是一致的；(3)RMTC承认，数学教育的系统性变革需要数学系和学校以外的社区的承诺和理解；(4)RMTC利用个别学校给协作教师带来的独特优势，帮助克服彼此的弱点；(5)RMTC的形成是由教师发起的，并继续由合作学校的教师和管理人员指导。该项目还将制作产品，与面临实施创新数学课程挑战的其他地区分享RMTC产生的想法。万维网网站将允许立即传播信息，在项目结束时，将以多媒体格式(光盘)和纸质副本制作摘要产品。该项目的非联邦费用分摊超过75万美元，其中150,000多美元来自西密歇根大学，约600,000美元来自参与的学区。

9618896 Van Zoest Renewing Mathematics Teaching through Curriculum (RMTC) is a collaborative of fifteen high schools in southwestern Michigan that have recently adopted the Core-Plus Mathematics Project (CPMP) instructional materials in their quest to improve mathematics teaching so that all students can develop mathematical power. In this four-year professional development and curricular implementation project, all 154 mathematics teachers in the targeted schools participate in an integrated, reflective cycle of teacher enhancement activities comprised of eight-day summer sessions, biannual meetings of all participants, and regular and frequent contact among teachers in school buildings that includes peer mentoring, class observations, common planning periods, and small-group meetings. Each teacher participates in an average of 382 hours of professional development over a three-year period. As a Local Systemic Change through Teacher Enhancement in Mathematics, Grades 7-12, project, RMTC has five key elements: (1) RMTC is integrally connected with the exemplary curriculum that the collaborative teachers use in their classrooms; (2) the approach that RMTC takes to professional development is consistent with the approach the exemplary curricula take to student learning; (3) RMTC acknowledges that systemic change in mathematics education requires the commitment and understanding of the communities beyond the mathematics department and school; (4) RMTC takes advantage of the unique strengths the individual schools bring to the collaborative to help in overcoming each other's weaknesses; and (5) the formation of RMTC was initiated by teachers and continues to be guided by both teachers and administrators in the collaborative schools. The project will also produce products to share the ideas generated by RMTC with other districts that are facing the challenge of implementing an innovative mathematics curriculum. A WWW site will permit immediate dissemination of information and, by the conclusion of the project, summary products will be produced in multimedia format (CD-ROM), as well as paper copy. Non-federal cost-sharing in the project is over $ 750,000, of which more than $ 150,000 is derived from Western Michigan University and approximately $ 600,000 from the participating school districts.