A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics

摘要-0412373大伯明翰合作伙伴关系（GBMP）：建立中学数学学习者和领导者社区的基本目标是提高中学数学，对未来和现任教师都有影响，其次是高中数学教师。 核心合作伙伴包括牵头组织伯明翰南方学院，以及伯明翰的亚拉巴马大学和八个大伯明翰亚拉巴马学区：贝塞默城、费尔菲尔德城、霍姆伍德城、胡佛城、杰斐逊县、山溪城、谢尔比县和维斯塔维亚城学校系统。 华盛顿州的数学教育合作组织是一个重要的支持伙伴，其总体目标是通过一系列战略，显著提高大约22 000名6-8年级学生的数学成绩，同时缩小不同学生群体之间的数学成绩差距，这些战略包括：（A）让所有274名中年级数学教师参加一系列以深层数学问题为中心的数学内容课程;（B）发展中年级教师作为数学支援小组成员的领导才能（60名教师），数学专题小组（40名教师），和数学研究小组集中在专题;（C）为职前和在职教师设计/修改大学数学课程，包括工程思想的整合，这将使学生专注于数学思想的强大应用;（D）将实习生安排在数学教学示范实践的教师课堂上;（E）建立中年级数学教师证书;（F）家长参与倡导所有学生的高质量数学;（H）加强管理人员确定和支持高质量数学教学的能力;（一）初中生数学学习相关研究问题的探索（元认知过程，动机，社会互动，住宿），专业发展策略的有效性，在八个州获得坚实的数学改革的一致性，其中一些服务于非常特权的人群，另一些服务于极端弱势群体，同时，研究大学教师与K-12地区合作后的教学变化，并优化中间系统-高等教育机构和K-12因素的特征，使其效率最大化。GBMP汇集了数学课堂教师，学校管理人员，大学教师（数学家、工程师和教育工作者）、专业发展专家、研究人员、社区和商界领袖，以及亚拉巴马州教育部，专注于课程、教学、数学内容、认证，和父母的利益，必须协同解决，以支持所有中等年级的学习者获得必要的数学能力，在21世纪的成功。

ABSTRACT-0412373A Greater Birmingham Partnership (GBMP): Building Communities of Learners and Leaders in Middle School Mathematics is fundamentally targeting the improvement of middle school mathematics, with implications for both future and current teachers, and with a secondary focus on high school teachers of mathematics. The core partners include the lead organization, Birmingham-Southern College, as well as, the University of Alabama at Birmingham and eight Greater Birmingham Alabama school districts: Bessemer City, Fairfield City, Homewood City, Hoover City, Jefferson County, Mountain Brook City, Shelby County, and Vestavia City School Systems. A significant supporting partner is the Mathematics Education Collaborative (MEC) of the State of Washington.The overarching goal of the GBMP is to significantly improve the mathematics achievement of approximately 22,000 students in grades 6-8, while narrowing the mathematics achievement gaps among varied populations of students, through a number of strategies, which include: (A) engaging all 274 middle grades teachers of mathematics in a series of mathematical content courses centered on deep mathematical problems; (B) leadership development of middle grades teachers as members of Mathematical Support Teams (60 teachers), Mathematics Focus Groups (40 teachers), and Mathematical Study Groups focused on special topics; (C) design/modification of university mathematics courses for pre- and in-service teachers, including the integration of engineering ideas that will focus students on the powerful application of mathematical ideas; (D) placement of interns in classrooms of teachers that model exemplary practices in mathematical instruction; (E) establishment of teacher certification in middle grades mathematics; (F) parental engagement as advocates for high quality mathematics for all students; (H) enhancement of the capacity of administrators to identify and support quality mathematical instruction; and (I) exploration of research questions associated with mathematical learning by middle grades students (metacognitive processes, motivation, social interaction, accommodations), efficacy of professional development strategies, obtaining consistency of solid mathematical reform in eight disparate-some of which serve very privileged populations and others which serve extremely disadvantaged populations-school districts simultaneously, studying pedagogical change in university faculty as a result of their collaborations with K-12 districts, and optimizing features of mesosystems-Institutions of Higher Education and K-12 factors that maximize effectiveness.The GBMP brings together classroom teachers of mathematics, school administrators, university faculty (mathematicians, engineers, and educators), experts in professional development, researchers, community and business leaders, and the Alabama State Department of Education to focus on the curricular, pedagogical, mathematical content, certification, and parental interests that must be synergistically addressed in order to support all middle grades learners in acquiring the mathematical power necessary for success in the 21st century.