Systemic Reform of Mathematics K-5 for Virginia

9911558 patty这个为期五年的项目是弗吉尼亚理工大学、阿尔伯马尔县公立学校和蒙哥马利县（弗吉尼亚州）公立学校之间的合作伙伴关系，根据“通过教师提升进行地方系统变革”的指导方针提供资金。该项目将合作伙伴与初中和高中数学教师正在进行的共同工作扩展到小学年级，该工作是在“弗吉尼亚州农村6-12年级数学系统改革”的地方系统变化（LSC）项目中进行的。参与两个县系统的27所小学的所有629名数学教师都接受了至少130小时的专业发展和课程实施支持。阿尔伯马尔县采用了《数字、数据和空间调查》，蒙哥马利县则将选择范围缩小到《调查》或《日常数学》。专业发展包括在实施之前开始的暑期学院，以及在整个学年中举行的项目期间的会议。该项目为所有年级（K-5）的教师提供173小时的专业发展。领导以小组形式提供，每个小组由一名大学教员、一名数学主管/协调员、每个县的一名额外领导和六名小学教师领导组成。一个由54名教师领导组成的骨干团队（每所学校两名）为项目的可持续性做出了贡献，使其超过了国家科学基金的资助期限。除了要求的LSC核心评估外，该项目的评估还包括跟踪教师内容知识的变化/增长，以及对数学的态度和信念。可审计的成本分摊来自弗吉尼亚理工大学和合作学区。

9911558PATTYFunded under the guidelines for "Local Systemic Change through Teacher Enhancement," this five-year project is a partnership among Virginia Tech, the Albemarle County Public Schools, and the Montgomery County (Va.) Public Schools. The project expands to the elementary grades the partner's ongoing, common work with middle and high school teachers of mathematics in the Local Systemic Change (LSC) project "Systemic Reform of Grades 6-12 Mathematics in Rural Virginia." All 629 teachers who teach mathematics in the 27 elementary schools in the two participating county systems receive at least 130 hours of professional development and support for curricular implementation. Albemarle County has adopted "Investigations in Number, Data and Space," and Montgomery County has narrowed its selection to "Investigations" or "Everyday Mathematics." The professional development consists of summer institutes beginning prior to implementation, and sessions that are held throughout the school years for the duration of the project. The project provides 173 hours of professional development for the teachers at all grade levels, K-5. Leadership is provided by teams, with each team consisting of a university faculty member, a mathematics supervisor/coordinator, one additional leader in each county, and six elementary teacher leaders. A cadre of 54 teacher leaders -- two in each school -- contributes to the sustainability of the project beyond the life of its NSF funding. In addition to the required LSC core evaluation, the project's evaluation includes a component to track change/growth in teacher's content knowledge, as well as attitudes and beliefs towards mathematics. Auditable cost sharing is derived from Virginia Tech and the partnering school districts.