Delaware 6-12 Exemplary Mathematics Curriculum Implementation

9819592MANON这个为期38个月的项目是由特拉华州14个学区、特拉华大学和特拉华州教育部合作完成的，该指导方针为“通过加强7-12年级数学教师的本地系统性变化”。特拉华州6-12数学示范课程实施(DEMCI)项目寻求从现有的试点项目大幅扩大到在全州的初中和高中课程中实施以研究为基础、以标准为导向的数学课程。在该项目的整个过程中，300名初中和高中数学教师--占特拉华州所有中学数学教师的近三分之二--参与了一项实质性的专业发展计划，所有教师的专业发展时间超过150小时，很可能大部分时间接近200小时。学校/地区已经或将从由NSF支持的初中和高中综合教材中挑选教材(主要是中学年级的上下文中的数学和互联数学，以及上下文中的当代数学和高中年级的数学联系)。专业发展是关键，但不限于所选的教学材料。每位教师参加三个暑期学院：两周(八天)学院的新项目教师，一周(四天)学院的资深教师。在学校现场的协作工作每年至少增加40个小时的专业发展时间。LSCM的核心是六名中学数学专家，他们组成一个团队，为参与项目的学校的教师提供教学支持和指导。除了所需的LSC核心评估外，该项目的评估包括学生结果部分：(A)使用特拉华州学生测试计划8年级和10年级的数据获得学习成果，以及(B)学生的态度。此外，还有一个特定于项目的评估部分，用于监测教师教学知识的增长情况。可审计的成本分摊来自特拉华大学、特拉华州教育部和合作学区。

9819592MANONFunded under the guidelines for "Local Systemic Change through Teacher Enhancement in Mathematics, Grades 7-12 (LSCM)," this 38-month project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. The Delaware 6-12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to the implementation of research-based, standards-driven mathematics curricula in middle- and high-school programs throughout the state. Over the life of the project, 300 middle- and high-school mathematics teachers -- nearly two-thirds of all secondary mathematics teachers in Delaware -- engage in a substantial program of professional development that exceeds 150 hours for all teachers, and may well approach 200 hours for many.Schools/districts have selected or will select instructional materials from among the middle- and high-school NSF-supported, comprehensive instructional materials (primarily Mathematics in Context and Connected Mathematics for the middle grades, and Contemporary Mathematics in Context and MATH Connections for the high school grades). Professional development is keyed, but not limited, to the chosen instructional materials. Each teacher participates in three summer institutes: new project teachers in a two-week (eight-day) institute, and veteran teachers in one-week (four-day) institutes. Collaborative work at the school sites adds at least another 40 hours of professional development per year. Central to the infrastructure of this LSCM are six Secondary Mathematics Specialists who work as a team to offer instructional support and mentoring to teachers in participating schools.In addition to the required LSC core evaluation, the project's evaluation includes a student outcome component: (a) learning gains using data from the Delaware Student Testing Program at grades 8 and 10, and (b) student attitudes. Furthermore, there is a project-specific evaluation component that monitors gains in teacher content knowledge.Auditable cost sharing is derived from the University of Delaware, the Delaware Department of Education, and partnering school districts.