Mathematics Across the Curriculum

数学跨课程（MAC）项目是适应课程和战略，教师发展从国家科学基金会资助的项目在埃德蒙兹社区学院（0088149），达特茅斯学院（9552462）和阿尔韦诺学院（9653689）。共有60名教师（36名来自该机构，24名来自其他两年制学院和高中）参加了该项目。项目活动涉及以下一项或多项：（1）数学教师导师协助非数学教师将数学融入课程模块;（2）连接课程，来自其他学科的数学和非数学教师设计联合课程模块，用于两门课程;（3）服务学习/作为课程活动的一部分，纳入公民参与倡议，以加强学生对数学用于理解和解决更大社区内的问题;（4）设计整合数学和非数学课程的跨学科学习社区。智力优势：该项目的目标是：（1）通过在整个课程中提供机会，体验数学，其他学科领域和日常生活之间的联系，加强学生的定量素养;（2）为教师提供培训和支持，使他们能够创建模块，连接课程和学习社区，突出学科内的数学维度;（3）创造一个大学范围内的文化，承认整个课程的数学的价值;和（4）与整个地区和国家的其他教师分享战略，课程和结果。项目活动包括暑期学院，为教师提供初步培训，随着倡议的实施不断进行协商，每年期末务虚会审查成果，评估和评价，以及区域和国家传播。它支持实现学院的新机构学生的学习成果与批判性思维和沟通。它还提供了额外的策略，以解决大量的学生失败或没有完成发展数学课程在学院。更广泛的影响：该项目确保学生不仅可以在工作场所利用数学技能，还可以分析，理解和讨论一系列影响他们生活和社区的数学，科学和文化问题。通过在对他们有意义的问题的背景下学习数学，学生获得终身的定量识字和算术技能。由于教师在数学教学中的最佳实践模式，并且学院有大量的兼职教师，该项目也影响了那些准备从事教学职业的人，其中绝大多数人将在K-12预科水平任教。该项目增加了许多少数民族学生在发展和大学必修课程中获得数学能力的机会，获得证书或副学士学位，并转入四年制大学和/或进入劳动力市场。在第二年和第三年，来自其他大学和高中的教师也为他们的机构开发MAC项目。虽然三年的学生影响预计为1500名学生，但随着教师继续在课程中注入数学，对学生人数的长期影响将更大。

The Mathematics Across the Curriculum (MAC) project is adapting curriculum and strategies for faculty development from NSF-funded projects at Edmonds Community College (0088149), Dartmouth College (9552462), and Alverno College (9653689). A total of 60 faculty (36 from the institution and 24 from other two-year colleges and high schools) are participating in the project. Project activities involve one or more of the following: (1) math faculty mentors assisting non-math faculty with integrating math into modules within their courses; (2) connected courses where math and non-math faculty from other disciplines design joint curriculum modules to be used in both courses; (3) service learning/civic engagement initiatives incorporated as part of course activities to strengthen student understanding of the ways in which mathematics is used to understand and solve problems within the larger community; and (4) design of interdisciplinary learning communities that integrate math and non-math courses. Intellectual Merit: The project goals are to: (1) strengthen students' quantitative literacy by providing opportunities across the curriculum to experience linkages between mathematics, other subject areas, and daily life; (2) provide training and support to faculty so that they can create modules, connected courses, and learning communities that highlight mathematics dimensions within their disciplines; (3) create a college-wide culture that acknowledges the value of Mathematics Across the Curriculum; and (4) share strategies, curriculum and results with other faculty across the region and nation. Project activities include summer institutes to provide faculty with initial training, ongoing consultation as initiatives are implemented, annual end-of-semester retreat to review outcomes, assessment and evaluation, and regional and national dissemination. It supports the achievement of the college's new institutional student learning outcomes related to critical thinking and communication. It also offers additional strategies to address high numbers of students failing or not completing developmental math courses at the college. Broader Impact: The project is assuring that students can not only utilize mathematical skills in the workplace, but also can analyze, understand, and discuss a range of mathematical, scientific, and cultural issues that impact their lives and communities. By learning mathematics in the context of issues that are meaningful to them, students gain lifelong quantitative literacy and numeracy skills. Because faculty model best practices in mathematics instruction and there are a large number of preservice teachers at the college, the project also impacts those preparing for teaching careers, the vast majority of whom will teach at the preK-12 level. This project increases opportunities for many minority students to achieve math competencies in both developmental and required college-level courses, to obtain a certificate or associate degree, and to transfer to a four-year college and/or enter the workforce. In years two and three, faculty from other colleges and high schools also develop MAC projects for their institutions. While the three-year student impact is projected at 1500 students, the long-term impact on numbers of students will be even greater as faculty continue to infuse mathematics across the curriculum.