The Poincare Institute: A Partnership for Mathematics Education

由塔夫茨大学领导的庞加莱数学教育研究所与TERC合作，以新罕布什尔州多佛学区为核心合作伙伴，以及马萨诸塞州（菲奇堡、莱明斯特、梅德福、梅德韦和萨默维尔）、新罕布什尔州（多佛、桑伯恩和廷伯恩）和缅因州（波特兰）的合作地区，寻求改变和改善初中数学的教学和学习，以及小学、初中和高中课程之间的联系。该项目的工作将直接使180名在职教师和24名新教师受益，每年将使2200多名学生受益。在美国国家科学基金会资助的塔夫茨大学和TERC之间成功的合作基础上-支点研究所，早期代数，早期算术项目和探究项目，伙伴关系利用数学家，物理学家，教育研究人员和学区的专业知识：(a)创建研究生水平的数学内容、数学教育研究和数学知识教学在线课程，向来自三个州的三批在职教师（五年级至九年级）提供；(b)利用代数、函数数学和建模来促进数学课程主题之间的一致性；(c)建立永久性的讨论论坛，让教师利用重要的数学主题和学与教的问题来计划、复习（使用视频技术）和改进他们的课程；(d)通过与教师领导一起实习和参与教育研究，为塔夫茨大学数学与教育研究生项目的教师和研究人员做好准备，加强和扩大与学校的伙伴关系；(e)就教师发展与学生学习进行研究；(f)支持学区改进数学课程的努力；(g)传播一种教师发展模式，供其他大学与学校合作采用。该项目的前提是，为了提高学生的学习，需要拓宽和加深教师对数学的理解，对儿童如何思考和学习的理解，以及对数学教学知识的理解。庞加莱研究所提供了一种跨学科的、以研究为基础的模式，在少数民族和贫困学生通常表现不佳的地区，引入一种更深层次的、综合的数学方法。这些课程、材料和有效教学的例子都是免费的、开源的、跨平台的模块，大学和学校可以在知识共享许可下使用和修改。这种伙伴关系还有助于教师、研究生和博士后研究员的准备。

The Poincaré Institute for Mathematics Education, led by Tufts University, in collaboration with TERC, with Dover, NH, School District as core partner, and partner districts in Massachusetts (Fitchburg, Leominster, Medford, Medway, and Somerville), New Hampshire (Dover, Sanborn, and Timberlane), and Maine (Portland), seeks to transform and improve the teaching and learning of mathematics in middle school and the connections between the elementary, middle, and high school curricula. The project's work will directly benefit 180 in-service and 24 new teachers and, each year, more than 2200 students.Building on successful NSF-funded collaborations between Tufts and TERC - the Fulcrum Institute, the Early Algebra, Early Arithmetic Project, and the Inquiry Project, the Partnership leverages expertise from mathematicians, physicists, educational researchers, and school districts to: (a) create graduate-level online courses on mathematical content, research in mathematics education, and mathematical knowledge for teaching, offered to three cohorts of in-service teachers (grades 5 to 9) from three states; (b) use algebra and the mathematics of functions and modeling for promoting coherence among topics in the mathematics curriculum; (c) implement permanent discussion forums where teachers plan, review (using video technology), and improve their lessons, drawing upon the critical mathematical topics and issues of learning and teaching; (d) strengthen and expand partnerships with schools by preparing teachers and researchers in Tufts' graduate programs in Mathematics and Education, through internships with teacher leaders and participation in educational research; (e) conduct research on teacher development and student learning; (f) support school districts' efforts to improve their mathematics curriculum; and (g) disseminate a teacher development model for adoption by other university-school partnerships.The project rests on the premise that to improve students' learning one needs to broaden and deepen teachers' understanding of mathematics, of how children think and learn, and of mathematics knowledge for teaching. The Poincaré Institute offers an interdisciplinary, research-based model for introducing a deeper, integrated approach to mathematics in districts where minority and under-privileged students typically underperform. The courses, materials, and examples of effective teaching are free, open-source, cross-platform modules that universities and schools can use and modify under Creative Commons licensing. The partnership also contributes to the preparation of teachers, research students, and post-doctoral fellows.