Arizona Master Teachers of Mathematics (AZ-MTM)

亚利桑那数学硕士教师(AZ-MTM)是亚利桑那大学数学系和教育学院、图森联合学区、桑尼赛德学区、皮马县区域支持中心和亚利桑那州K-12中心之间的合作伙伴关系。AZ-MTM正在努力培养20名硕士教师(作为单一队列的一部分)，他们可以在K-8数学方面提供学校、学区和州一级的领导。AZ-MTM是一个为期5年的项目，为硕士教师研究员(MTF)提供广泛的培训，内容包括专业学习社区的领导力、真实实践的分析、指导和指导策略、数学教与学的公平性、组织结构和系统思维以及职前教师教育。该计划采用学徒制模式，随着计划的进展，MTF在其学校和学区内承担着更多的领导角色和对数学专业发展的责任。AZ-MTM计划直接建立在数学教师专业发展和教师领导发展研究的基础上，因为研究员正在发展研究知识，并获得实施基于研究的专业发展的实践经验。AZ-MTM计划以研究为核心的方法包括分析学生工作和其他人工制品，发展专业学习社区，认知和内容指导，以及考虑组织背景。该计划的智力价值进一步体现在其对教师领导者的培养上，他们拥有公平、数学话语和英语学习者领域的研究和方法知识，以及数学教育中的文化和社区知识。AZ-MTM计划的影响始于主要教师研究员本身，然后蔓延到MTF工作的学校和地区。研究员帮助他们学校的其他教师改进他们的数学教学。重要的是，AZ-MTM计划正在培养硕士教师，他们利用以研究为基础的专业发展方法，并将教师的注意力集中在支持STEM领域未被充分代表的学生的数学学习上。通过这些方式，该计划有助于确保对K-8数学教学质量产生尽可能广泛的影响。

The Arizona Master Teachers of Mathematics (AZ-MTM) is a partnership among the University of Arizona Department of Mathematics and College of Education, the Tucson Unified School District, the Sunnyside School District, the Pima County Regional Support Center, and the Arizona K-12 Center. The AZ-MTM is working to create 20 Master Teachers (as part of a single cohort) who can provide school, district, and state-level leadership in K-8 mathematics. The AZ-MTM is a 5-year program that provides extensive training to Master Teacher Fellows (MTFs) in the leadership of professional learning communities, analysis of authentic artifacts of practice, coaching and mentoring strategies, equity in mathematics teaching and learning, organizational structures and systems thinking, and pre-service teacher education. The program is structured using an apprenticeship model, with MTFs taking increased leadership roles and responsibility for professional development in mathematics within their schools and districts as the program progresses. The AZ-MTM program builds directly upon research on mathematics teacher professional development and teacher leader development in that Fellows are developing knowledge of research, and acquiring practical experience implementing research-based professional development. Research-based methods central to the AZ-MTM program include analysis of student work and other artifacts, development of professional learning communities, cognitive and content coaching, and consideration of organizational contexts. The intellectual merit of the program is further demonstrated by its focus on the development of teacher leaders who have knowledge of research and methods in the areas of equity, mathematical discourse, and English Language Learners, and cultural and community knowledge in mathematics education. The impacts of the AZ-MTM program begin with the Master Teacher Fellows themselves and then spread through the schools and districts in which the MTFs work. Fellows assist other teachers in their schools in improving their teaching of mathematics. Importantly, the AZ-MTM program is creating Master Teachers who utilize professional development methods that are research-based and who focus teachers' attention on supporting the mathematics learning of students who have been underrepresented in STEM fields. In these ways, the program is helping to ensure the broadest impact possible on the quality of K-8 mathematics instruction.