Advancing Teachers of Mathematics to Advance Learning for All

推进数学教师促进全民学习（ATMALA）将服务于国家利益，加强数学教学和学习不足的学生和社区在城市地区和附近的橙子县在南部加州。 该项目的主要重点将是在初中和高中早期的水平，在此期间，学生的自我概念和追求数学的兴趣是结晶的关键时刻。 为此，通过罗伯特·诺伊斯教师奖学金计划的途径3：名师奖学金的资助，ATMALA将创建一个由20名名师教学研究员组成的骨干队伍。该项目的硕士教学研究员将在高影响力地区担任教师领导者，为大量英语学习者提供服务，他们不仅将示范有效的教学实践，而且还将支持他们的同龄人学习这样做。ATMALA将提供一个模型，用于支持学校的教学转变，在这些学校，学生历史上很少有机会进行深度数学学习。硕士教学研究员将成为他们使用文化响应数学教学（CRMT）的专家-一种重视学生文化资产并专注于真实和相关数学经验的方法-以及由全国数学教师理事会确定的八种数学教学实践（MTP）。因此，他们将成为所在地区的领导者，支持现任和未来的同事使用CRMT和MTPs。为了实现这些目标，每个硕士教学研究员将：（1）努力获得国家委员会认证;（2）展示使用CRMT和MTP的能力;（3）通过创建和促进参与微证书模块来支持同事的专业成长，每个模块都专注于与CRMT和MTP相关的明确技能; ATMALA项目是加州州立大学富勒顿分校（CSUF）、阿纳海姆联合高中学区和国家专业教学标准委员会（非营利组织）之间的合作项目。这个轨道3项目支持20精心挑选和准备的硕士教学研究员将建立在CSU富勒顿的数学教学和硕士教学研究员项目（NSF奖#1035315，2010-2016）和通过Bilteracy项目（NSF奖#1321339，2013-2016）转化学术和文化身份的成功。ATMALA项目的实施将在高影响地区建立一个教师主导的专业发展模式，该模式围绕国家委员会认证、文化适应性教学原则、基于研究的数学教学实践以及促进基于能力的教师发展的微证书模块。将在形成性和总结性报告中记录和评价项目活动。将使用定性和定量方法来确定与教师实践相关的循证结果，包括检查学生对课堂数学学习环境的看法。ATMALA的领导人和参与者将制作实质性的传播作品，包括国家介绍，参考期刊文章，并通过与CSUF的大学推广教育合作广泛提供微证书模块。

Advancing Teachers of Mathematics to Advance Learning for All (ATMALA) will serve the national interest in strengthening mathematics teaching and learning for underserved students and communities in urban areas in and near Orange County in southern California. The primary focus of the project will be at the middle school and early high school level, a pivotal time during which students' self-concepts about and interest in pursuing mathematics are crystallized. To this end, through funding from Track 3: Master Teacher Fellowships of the Robert Noyce Teacher Scholarship program, ATMALA will create a cadre of 20 Master Teaching Fellows. The project's Master Teaching Fellows will be teacher-leaders in high impact districts serving a significant population of English language learners, who will not only model effective instructional practice but will also support their peers in learning to do so. ATMALA will offer a model for supporting instructional shifts in schools where students historically have had less access to deep mathematics learning. The Master Teaching Fellows will become experts in their use of culturally responsive mathematics teaching (CRMT)- an approach that values students' cultural assets and focuses on authentic and relevant mathematical experiences - and the eight Mathematics Teaching Practices (MTPs) identified by the National Council of Teachers of Mathematics. As a result, they will become leaders in their districts who support current and future colleagues in their use of CRMT and the MTPs. To accomplish these goals, each Master Teaching Fellow will: (1) work to earn National Board Certification; (2) demonstrate competency in using CRMT and the MTPs; (3) support colleagues' professional growth by creating and facilitating engagement with microcredential modules, each focused on a well-defined skill related to CRMT and the MTPs; and (4) support future teachers as cooperating teachers.Project ATMALA is a collaboration between California State University, Fullerton (CSUF), the Anaheim Union High School District, and National Board for Professional Teaching Standards (non-profit organization). This Track 3 project supporting 20 carefully selected and prepared Master Teaching Fellows will build on the success of CSU Fullerton's Mathematics Teaching and Master Teaching Fellows project (NSF Award #1035315, 2010-2016) and Transforming Academic and Cultural Identidad through Bilteracy project (NSF Award #1321339, 2013-2016). The implementation of project ATMALA will result in a model of teacher-led professional development in high impact districts built around National Board Certification, principles of culturally responsive teaching, research-based mathematics teaching practices, and microcredential modules that promote competency-based teacher development. Project activities will be documented and evaluated in formative and summative reports. Qualitative and quantitative methods will be used to identify evidence-based outcomes related to teacher practices including examining students' perceptions of the mathematics learning environment in their classrooms. ATMALA leaders and participants will produce substantive dissemination works, including national presentations, refereed journal articles, and microcredential modules made widely available through collaboration with CSUF's University Extended Education.