Mathematics for Future Secondary Teachers

数学科学(21)在这份概念验证提案中，测试了一种为未来的中学数学教师改进大学水平的数学课程的策略。越来越多的证据表明，中学教师在美国大学接受的数学培训往往无法让他们对高中数学的基础结构有深刻的理解。路易斯安那州四个地点的合作团队由大学教师、高中教师和大学生组成，在中央支持和指导下编写和测试满足这一需求的代数、几何、分析或统计学课程材料。每一套课程都涉及一个范围有限的单一主题，根据其数学兴趣和与州和国家标准的相关性而选择，并设计用于大学课程。课程套的一个独特之处是包含了大量的学生作业实例。这样做的好处是确保了产品与学生的思维“合拍”，为教师提供了更好地理解学生概念理解的工具，并提供了一个强大的评估工具，内置在系统中。该项目还测试了制作课包的组织模式。教师文化的改变是通过建立一种新的教学学术形式来实现的，这种形式是自我维持的，能够适应未来的需求。

Mathematical Sciences (21) In this proof-of-concept proposal, a strategy for improving university-level mathematics courses for future secondary math teachers is tested. There is increasing evidence that the mathematical training that secondary school teachers receive in U.S. colleges and universities often fails to impart a deep understanding of the structures that underlie high-school math. Cooperating teams in four Louisiana locations, consisting of college faculty, high-school teachers and college students, work under central support and direction to author and test curriculum materials in algebra, geometry, analysis, or statistics that address this need. Each lesson package concerns a single topic of limited scope, chosen for its mathematical interest and relevance to state and national standards and designed for use in university- level courses.A unique feature of the lesson package is the inclusion of extensive examples of student work. The advantages of this are ensuring that the product is "in tune" with students' thinking, providing teachers with tools to better comprehend students' conceptual understanding, and providing a powerful instrument for assessment and evaluation that is built into the system.The project also tests the organizational model under which the lesson packages are produced. A change in faculty culture is achieved by instituting a new form of pedagogical scholarship that is self-sustaining and capable of adapting to future needs.