Mid-Atlantic Center for Mathematics Teaching and Learning

大西洋中部数学教学中心将再延长五年。 中大西洋中心是一个由三所研究型大学的数学和教育学院成员以及三个学校系统合作伙伴领导的联盟：特拉华州大学、马里兰州大学、宾夕法尼亚州立大学、特拉华州教育部、乔治王子县公立学校和匹兹堡公立学校。 马里兰州大学是指定的受赠机构。 中心的三项中心任务是：1. 设计和操作的博士和博士后研究准备领导人的数学教育工作的教师准备和专业发展，课程，政策和研究的创新计划。 发展和评估职前教师数学教育和K-12学校在职教师专业发展的替代模式。 研究教师准备和专业发展的过程，以确定成功的计划的关键因素。更新工作的中心主题是更好地理解教师内容知识（数学）教学知识和有效的课堂实践之间的关系。 本文的研究议程主要围绕三个问题展开：1. 教师通过哪些关键机制从内容和方法、课程和实习经验中发展数学和教学知识？2. 实习教师如何借鉴和继续发展数学和教育学知识，在他们的专业工作的过程中？3. 教师的数学和教育学知识如何影响学生的成绩？

The Mid-Atlantic Center for Teaching and Learning Mathematics is renewed for an additional five years. The Mid-Atlantic Center is a consortium led by members of the mathematics and education faculties of three research universities and three school-system partners: the University of Delaware, the University of Maryland, the Pennsylvania State University, the Delaware State Department of Education, Prince George's County (MD) Public Schools and the Pittsburgh (PA) Public Schools. The University of Maryland is the designated grantee institution. The three central tasks of the Center are to:1. Design and operate an innovative program of doctoral and postdoctoral studies preparing leaders for mathematics education work on teacher preparation and professional development, curriculum, policy and research.2. Develop and evaluate alternative models for mathematical education of pre-service teachers and professional development of in-service teachers in K-12 schools.3. Study the processes of teacher preparation and professional development to determine critical factors in successful programs.The central theme of the renewal effort is to gain a better understanding of the relationship between teacher content knowledge (in mathematics) pedagogical knowledge and effective classroom practice. The research agenda focuses on the three questions:1. What are the critical mechanisms through which teachers develop mathematical and pedagogical knowledge from content and methods courses and internship experiences?2. How do practicing teachers draw on and continue to develop mathematical and pedagogical knowledge in the course of their professional work?3. How does teacher mathematical and pedagogical knowledge influence student achievement?