Nebraska Math

内布拉斯加州数学旨在提高所有学生的成绩，并通过关注数学连续体上的三个关键转折点来缩小高危人群的成绩差距：从幼儿园到早期小学再到三年级的儿童的数学教育；从初中到高中的代数过渡，以及新的中学数学教师从认证到课堂的过渡。该项目侧重于四个战略：(I)发展积极和成熟的伙伴关系(在国家科学基金会结束资助后通过国家资金维持)，将来自内布拉斯加州的数学教师和学校行政人员与大学数学家、数学教育工作者和幼儿教育工作者联系起来，以改善全州的数学教育；(Ii)加强参与教师的教学和教学知识，以及他们与学校其他教师的专业互动，同时改善他们对数学教学和学习的态度；(Iii)提高学生对数学的能力、信念和态度，提高他们对持续努力的重要性的认识，以及他们的数学知识；以及(Iv)通过混合方法研究K-3教师的知识、态度和领导力与学生性格和成绩的关系，为数学教育研究做出贡献。该项目的一个目标是在内布拉斯加州大学林肯分校(UNL)校园和全国范围内创建一种模范伙伴关系，在那里，某一学术学科的教师(在这个案例中是数学)和教育学教师与来自K-12教育界的教师和管理人员合作，共享专业知识和资源，追求世界级的数学教育体系。内布拉斯加州数学与内布拉斯加州大学林肯分校合作，在内布拉斯加州农村地区建立了四个学区和15个教育服务单位(ESU)，为另外63个学区提供支持。其目的是形成一个永久的K-16数学伙伴关系，主要由当地美元维持。在这五年中，该项目将影响900名教师(750名小学教师和150名中学教师)和大约60000名学生。

NEBRASKA MATH is to improve achievement for all students and narrow achievement gaps among at-risk populations by focusing on three key transition points along the mathematics continuum: the mathematics education of children in transition from kindergarten through early primary to grade 3; the algebra transition from middle to high school and the transition of new secondary math teachers from certification to the classroom. The project is focused on four strategies; (i) Developing an active and mature partnership (sustained through state dollars after the end of NSF funding) by linking mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators and early childhood educators to improve mathematics education statewide; (ii) Strengthening the mathematical and pedagogical knowledge for teaching of participating teachers and their professional interactions with other teachers in their schools, while improving their attitudes to the teaching and learning of mathematics; (iii) Improving students' competence, beliefs and attitudes about mathematics, their appreciation of the importance of sustained effort, and their knowledge of mathematics; and (iv)) Contributing to the research in mathematics education through a mixed methods research design studying K-3 teacher's knowledge, attitudes, and leadership in relation to student disposition and achievement.A goal of the project is to create a model partnership, both on the University of Nebraska-Lincoln (UNL) campus and nationally, where faculty in an academic discipline (in this case mathematics) and faculty in education work with teachers and administrators from the K-12 education community, sharing expertise and resources in pursuit of a world class mathematics education system. NEBRASKA MATH partners the University of Nebraska-Lincoln with four school districts and 15 Educational Service Units (ESUs), in rural Nebraska, which provide support to 63 additional school districts. The intent is to form a permanent K-16 mathematics partnership that is sustained primarily by local dollars. Over the five years the project is to impact 900 teachers (750 at the elementary level and 150 at the secondary level) and approximately 60,000 students.