Boston University's Noyce Scholars Program in Mathematics

建立在两个现有的方案，在数学计划为青年科学家（PROMYS）教师和重点数学（FoM）的伙伴关系，涉及数学学校领导人，并纳入教育部的大力支持，马萨诸塞州，这个第一阶段的项目准备优秀的数学毕业生在具有挑战性的城市学区的教学生涯。波士顿大学的诺伊斯学者数学计划是教育学院，艺术与科学学院，五个高需求学区和一所高中（阿灵顿;切尔西;劳伦斯;沃尔瑟姆;沃特敦;和波士顿英语高中）的合作。 共有39名数学专业的大学毕业生（每年13人，为期3年）获得全额奖学金，参加为期一年的研究生课程，获得教学艺术硕士（MAT）学位和初始教师执照，作为中学或高中数学教师。该计划为学者提供沉浸式数学经验，这些经验后来通过深思熟虑的反思与课堂实践联系起来。由FoM伙伴关系培训的硕士教师的临床经验包括沿着课程和研讨会，旨在支持以学生推理为重点的教学。为该计划的毕业生提供的后续机会包括讲习班和研讨会，将参与者与教师，数学教育工作者和数学家的强大数学社区联系起来。评估，以确定这一招聘，保留和后续教师准备模式程序的有效性，包括一个时间序列设计与多个数据收集点，干预前和干预后。教师的有效性正在通过绩效评估措施进行审查，包括学生在州考试中的成绩。该项目的智力价值包括：建立在先前工作基础上的基于研究的设计;该项目将支持教学的大学数学经验知识与对具有挑战性的城市学区数学教师需求的理解相结合;为教师提供以数学和学生如何学习数学为中心的连贯的专业培训方案;数学家的核心参与;以及收集关于长期上学的影响的信息-在城市学区招聘和保留优秀数学教师的基础上建立数学社区。这个项目的更广泛的影响包括以下内容：一个模型，招募强大的数学学生进入教学，并通过不断发展的数学积极的职业生涯在教学中保留他们;经验丰富和调查为基础的教师准备计划的典范;收集有关影响的信息，一个以数学为重点的社区，涉及教育工作者，数学家和教师对学生的数学成绩;以及该计划的承诺，以提供学生从语言和种族多样化的低收入社区（波士顿，切尔西和劳伦斯）和社区，有显着的教师流失，以继续获得合格的数学教师。

Building on two existing programs, the Program in Mathematics for Young Scientists (PROMYS) for Teachers and the Focus on Mathematics (FoM) Partnership, involving school leaders in mathematics and incorporating strong support from the Massachusetts Department of Education, this phase 1 project prepares outstanding mathematics graduates for teaching careers in challenging urban school districts. Boston University's Noyce Scholars Program In Mathematics is a collaboration of the School of Education, the College of Arts and Sciences, five high-need school districts and one high school (Arlington; Chelsea; Lawrence; Waltham; Watertown; and English High School in Boston). A total of 39 college graduates with a major in mathematics (13 per year for 3 years) receive full scholarships to enroll in a one-year graduate program that leads to the Master of Arts in Teaching (MAT) degree and initial teacher licensure as either a middle or high school mathematics teacher. The program provides scholars with immersion mathematical experiences that are later linked to classroom practice through thoughtful reflection. Clinical experiences with master teachers trained by the FoM partnership are included along with coursework and workshops designed to support teaching focused on student reasoning. Follow-up opportunities offered to graduates of the program include workshops and seminars that connect participants to a robust mathematical community of teachers, mathematics educators, and mathematicians. Evaluation to determine the effectiveness of this recruitment, retention, and follow-up teacher preparation model program includes a time series design with multiple data collection points, pre and post intervention. Teacher effectiveness is being examined through performance evaluation measures including students' performance scores on state tests. All aspects of this evaluation involve the collaboration of the partner schools.The intellectual merit of this project includes: a research-based design that builds on prior work; the program's integration of knowledge about university mathematics experiences that support teaching with an understanding of the needs of mathematics teacher in challenging urban school districts; a coherent program of professional training for teachers centered on mathematics and how students learn mathematics; core involvement of mathematicians; and the collection of information concerning the effects of lasting school-based mathematical communities on recruitment and retention of strong mathematics teachers in urban school districts. The broader impacts of this project include the following elements: a model that recruits strong mathematics students into teaching and retains them through ongoing development of mathematically active careers in teaching; an exemplar for experience-rich and inquiry-based teacher preparation programs; collection of information about the effect of a mathematics-focused community involving educators, mathematicians, and teachers on student achievement in mathematics; and the commitment of the program to supply students from linguistically and racially diverse low-income communities (Boston, Chelsea and Lawrence) and communities where there has been significant teacher attrition to continued access to qualified mathematics teachers.