Mathematicians and Mathematics Educators Collaborating on Capstone Courses for Secondary Mathematics Teachers

数学科学（21）。《教师的数学教育》（CBMS, 2001）提出的建议包括，数学系应该支持为教师设计、开发和实施顶点课程，在这些课程中，从高级的角度审视高中数学的概念。还建议这些课程应通过数学和数学教育教师的合作来教授。为了这个项目，正在为职前中学数学教师的顶点课程编写教学材料。这是在2003-2004年项目小组开发和实施的试点课程的基础上进行的。教材的设计和开发是为了从三个方面丰富学生在课程中的学习经验：(1)说明中学和大学数学之间的联系，(2)为学生提供比目前教科书所支持的更多的主动学习机会，以及(3)纳入中学生数学思维的例子。除了材料的开发之外，正在进行关于数学家和数学教育者对顶点课程进行团队教学的研究。顶点课程对学生学习的影响正在被衡量，项目团队也在研究顶点课程对教授课程的教师的影响。知识价值。智力价值在于研究和衡量顶点课程对中学数学教育学生学习的影响。本研究有助于建立数学教师备课知识库。更广泛的影响。这项研究正在推进对STEM教育以及学生如何学习的知识基础和理解。这些材料正在进行beta测试，材料和研究成果正在通过出版物、演讲、研讨会和网站向数学和数学教育界提供。

Mathematical Sciences (21). Recommendations from The Mathematical Education of Teachers (CBMS, 2001) include statements that mathematics departments should support the design, development, and implementation of capstone courses for teachers in which conceptual ideas of high school mathematics are examined from an advanced standpoint. It is also recommended that such courses should be taught through a collaboration of mathematics and mathematics education faculty. For this project instructional materials for a capstone course for pre-service secondary mathematics teachers are being developed. This builds on a pilot course developed and implemented by the project team in 2003-2004. The instructional materials are designed and developed to enrich students' learning experiences in the course in three ways: (1) to illustrate connections between secondary and college mathematics, (2) to provide students with more opportunities to engage in active learning than the textbook currently supports, and (3) to incorporate examples of secondary school students' mathematical thinking.In addition to the development of materials, research is being conducted with respect to team-teaching of capstone courses by mathematicians and mathematics educators. The impact of capstone course on student learning is being measured, and the project team also is studying the effects of the capstone experience on the faculty who teach the courses.Intellectual merit. The intellectual merit lies in the research and measurement of the impact on learning of secondary mathematics education students in a capstone course. The research is contributing to the knowledge base related to teacher preparation in mathematics.Broader impacts. The research is advancing the knowledge base and understanding of STEM education and how students learn. The materials are being beta-tested, and materials and research results are being made available to the mathematics and mathematics education communities via publications, presentations, workshops and a website.