Redefining, Reforming, and Enriching Mathematics Instruction through Problem Solving, K-8

9618957北卡罗来纳州东北部的卡姆登县、伊登顿-乔万、伊丽莎白市-帕斯夸克、盖茨和海德县公立学校系统与北卡罗来纳大学教堂山分校、东卡罗来纳大学和伊丽莎白城州立大学合作开展了一项为期54个月的教师培训项目。该项目面向参与地区的所有378名K-8数学教师，每人在暑期讲习班和学年课程中接受196-304小时的专业发展，并在课堂上实施示范数学教材。这一努力是由学生需求、国家标准、州标准和新的毕业要求以及北卡罗来纳州新的ABC计划推动的，该计划将学生成绩的责任置于建筑层面，并提供激励和处罚。根据K-8年级教师加强地方系统变革指导方针提交的MIPS力求(1)在K-8年级数学教与学中实施一致且行之有效的数学课程，以促进问题解决和探究；(2)实施以学生为中心、注重高质量工作的教学模式；(3)促进和实施与地区课堂教学紧密结合的衔接数学课程；以及(4)在协作地区之间发展可持续的互动，并提供必要的支持和教师领导，使K-8年级数学教学的变革制度化。这些学区最初将把小学教师提升和课程组成部分的重点放在帮助教师通过NSF资助的Teach-Stat学习和教授统计学。然后，小学教师参与以儿童数学发展、领导能力和示范教学材料的实施为中心的进一步加强，特别是数字、数据、空间和日常数学的调查。初中阶段的努力主要集中在互联数学项目的实施上。该项目的预期费用分摊来自五个参与的学区，约为国家科学基金申请的127%。

9618957 Friel The Camden County, Edenton-Chowan, Elizabeth City-Pasquotank, Gates County, and Hyde County public school systems in northeast North Carolina collaborate with the University of North Carolina at Chapel Hill, East Carolina University, and Elizabeth City State University in a fifty-four month teacher enhancement project. The project targets all 378 K-8 teachers of mathematics in the participating districts, each for 196 - 304 hours of professional development in summer workshops and academic-year sessions, linked with classroom implementation of exemplary instructional materials in mathematics. The effort is driven by student needs, national standards, state standards and new requirements for graduation, and North Carolina's new ABC's Program which places accountability for student achievement at the building level, with incentives and sanctions. Submitted under the guidelines for Local Systemic Change through Teacher Enhancement, Grades K-8, MIPS seeks to (1) implement consistent and proven mathematics curricula that promote problem solving and inquiry in the teaching and learning of mathematics, K- 8; (2) implement instructional models that are student-centered and focus on quality work; (3) promote and effect an articulated mathematics curriculum that is well integrated with district classroom instruction; and (4) develop sustainable interactions among the collaborating districts, along with the necessary support and teacher leaders to institutionalize the changes made in mathematics instruction, K-8. The districts will initially focus the elementary teacher enhancement and curricular components on helping teachers learn and teach statistics through the NSF-funded Teach-Stat. Elementary teachers then participate in further enhancement centered around children's mathematical development, leadership, and implementation of exemplary instructional materials, especially Investigations in Number, Data, and Space and Everyday Mathematics. Middle grades efforts center around implementation of the Connected Mathematics Program. Expected cost-sharing in the project, derived from the five participating school districts, is approximately 127% of the NSF request.