Louisiana Mathematics Masters in the Middle (LaM3)

路易斯安那州中学数学硕士(LAM3)项目是一个合作伙伴关系，涉及路易斯安那大学拉斐特教育学院和科学院、拉斐特教区学校系统、伊比利亚教区学校系统、朱砂教区学校系统和艾伦·J·塞莱斯廷基金会。从三个合作学区招聘的20名非常合格的数学教师正在完成研究生课程，以获得路易斯安那州小学数学专家认证，这意味着有能力在数学方面提供教学领导。这一硕士教师奖学金项目以密集的内容和教育学研究生课程为基础，并以参与性实践为基础，使参与者能够最大限度地发挥他们的教学潜力。该项目的一个目标是利用这支才华横溢的数学教师队伍的知识和技能来培养、培养和挖掘那些经常接触不到高质量数学教学的学生的隐藏或未被满足的潜力。该项目是1)研究进一步加强路易斯安那州杰出数学教师的数学内容和教学知识的效果，以及2)考察参与者可以在多大程度上促进具有隐藏或未被开发的潜力的学生的数学理解和熟练程度。硕士教师正在学校建立专业的学习社区，并指导准备成为中学数学教师的学前班学生。该项目还试图强调LAM3参与者的价值，方法是记录由于参与者的教学领导能力而导致的同龄人教学实践的变化，并描述在LAM3参与者的指导下职前教师的开创性经验。

The Louisiana Mathematics Masters in the Middle (LaM3) project is a collaborative partnership involving the University of Louisiana at Lafayette's College of Education and College of Sciences, Lafayette Parish School System, Iberia Parish School System, Vermilion Parish School System, and the Allen J. Celestine Foundation. Twenty exceptionally qualified mathematics teachers recruited from the three partner school districts are completing graduate coursework leading to the Louisiana Elementary Mathematics Specialist Certification, which signifies the ability to provide instructional leadership in mathematics. This Master Teacher Fellowship project is anchored in intensive content and pedagogical graduate courses and in engaging practicum that allows the participants to maximize their pedagogical potential. An objective of the project is to leverage the knowledge and skills of this talented mathematics teaching corps to foster, nurture, and unearth the hidden or unmet potential in students who are often underexposed to high-quality mathematics teaching. The project is 1) studying the effects of further strengthening mathematical content and pedagogical knowledge of exceptional mathematics teachers in Louisiana and 2) examining the extent to which the participants can accelerate the mathematical savvy and proficiency of students who possess hidden or unmet potential. The Master Teachers are establishing professional learning communities in their schools and mentoring preservice students who are preparing to become middle school mathematics teachers. The project further attempts to accentuate the value of LaM3 participants by chronicling changes in their peers' pedagogical practices that are attributable to participants' instructional leadership and describing empirical accounts of pre-service teachers' seminal experiences under the mentorship of LaM3 participants.