MET Summit II - Conference on the Mathematical Education of Teachers: Meeting the Demand for High Quality Education in America

本杰明·班纳克协会(BBA)在CBMS其他14个成员学会的支持下，国家数学家协会正在举办第二次全国教师数学教育峰会-MET峰会II，重点是HBCU和其他培养少数民族教师或在少数民族学生高度集中地区工作的教师的机构的参与。教师数学教育（MET）是数学界为提高未来教师的数学准备而制定的议程。会议委员会的数学科学（CBMS），推出了MET与早餐政策简报，并就教师的数学教育全国峰会。这第二次全国峰会从事学院和大学数学教师的辛勤工作，实施在MET提出的教师的数学教育的愿景。由于HBCU培训了大量的数学教师，MET峰会II采用了第一次全国峰会（MET I）的形式，这是一次工作会议，向数学教师和系主任介绍报告，为他们提供成功实施报告中建议的生动和具体的例子，并让他们参与开始广泛的地方努力，以实施和传播报告的愿景。受邀团队包括一名来自数学系的教师，一名来自数学教育的教师，一名负责教师准备计划的学院或大学管理人员，一名来自K-12学校系统的教师参与教师准备和/或与学院或大学相关的在职活动，以及一名社区学院的数学教师。工作会议使与会者思考如何应对在其机构和周围社区执行报告建议的挑战。工作会议的讨论有助于参与者分析在自己的机构和与其他机构和国家机构的合作方案设计课程的影响。除了这些会议的重点是必须做些什么来改变教师教育的内容。

The Benjamin Banneker Association, Inc. (BBA) and the National Association of Mathematicians (NAM) with the support of the other fourteen member societies of CBMS is conducting a Second National Summit -MET Summit II - on the Mathematical Education of Teachers with emphasis on participation by HBCU's and other institutions that produce minority teachers or teachers that work in areas with high concentrations of minority students. The Mathematical Education of Teachers (MET), is the mathematics community's agenda for improving the mathematical preparation of future teachers. The Conference Board of the Mathematical Sciences (CBMS), launched MET with a breakfast Policy Briefing, and a National Summit on the Mathematical Education of Teachers. This Second National Summit engages college and university mathematics faculty in the hard work of implementing the vision of the mathematical education of teachers presented in MET. Since HBCU's train a significant number of teachers of mathematics, MET Summit II uses the format of the first national summit (MET I) which was a working conference to introduce mathematics faculty and department chairs to the report, to give them vivid and concrete examples of successful implementations of the recommendations in the report, and to engage them in beginning widespread local efforts to implement and spread the vision of the report. Invited teams include a faculty member from the mathematics department, a faculty member from mathematics education, a college or university administrator with responsibility for teacher preparation programs, a teacher from a K-12 school system involved in teacher preparation and/or in-service activities associated with the college or university and a community college mathematics faculty member. The working sessions engage the participants in thinking about how to address the challenges in carrying out the recommendations of the report at their institution and surrounding community. Discussions in the working sessions aid the participants in analyzing the implications for designing courses in their own institutions and cooperative programs with other institutions and state agencies. In addition to these sessions focus on what must be done to change the content of teacher education.