PRIME: Promoting Reflective Inquiry in Mathematics Education

PRIME：促进数学教育中的反思性探究

• 批准号: 0227521
• 负责人: Bentley Sayler
• 金额: $ 317.2万
• 依托单位: Black Hills Special Services Cooperative
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0227521&HistoricalAwards=false
• 关键词: PRIME; Promoting; Reflective; Inquiry; Mathematics

The PRIME: Promoting Reflective Inquiry in Mathematics Education partnership includes Black Hills State University, Technology and Innovations in Education (TIE) of the Black Hills Special Services Cooperative, and the Rapid City School District aimed at improving achievement in mathematics for all students in Rapid City Schools with a particular goal of reducing the achievement gap between Native American and non-Native American students. The project seeks to improve the professional capacity and sustain the quality of preK-12 inservice teachers of mathematics in Rapid City School District and student teachers of mathematics from Black Hills State University in order to provide effective, inquiry-based mathematics instruction. Objectives include reducing the number of high school students taking non-college preparatory mathematics, increasing the number of students taking upper level mathematics, and increasing student performance on college entrance exams. The project provides 100 hours of professional development in a combination of content-based workshops at the district level and building-based activities involving modeling of effective lessons, peer mentoring, and coaching, and lesson study. Mathematics education and discipline faculty from Black Hills State University are involved with district-wide professional development activities. A cadre of building-based Mathematics Lead Teachers convene building based learning teams comprised of mathematics teachers, mathematics student teachers from Black Hills State University, school counselors, and building administrators to identify key issues in mathematics curriculum and instruction.

素数：促进数学教育伙伴关系中的反思性探究包括黑山州立大学，黑山特殊服务合作社的技术和教育创新（TIE），以及旨在改善在Rapid City学校的数学成就的Rapid City学区，其特定目标是减少美国本地人和非本地美国学生和非本地学生之间的成就差距。 该项目旨在提高拉皮德城学区中数学内存教师的专业能力，并维持黑山州立大学的数学学生教师的质量，以提供有效的，基于查询的数学教学。 目标包括减少参加非大学预备数学的高中生数量，增加接受高层数学的学生的数量，并在大学入学考试中提高学生的表现。 该项目提供了100小时的专业发展，结合了区域层面的基于内容的研讨会以及基于建筑的活动，涉及建模有效的课程，同伴指导，教练以及课程研究。 来自黑山州立大学的数学教育和纪律教师参与了地区范围的专业发展活动。基于建筑物的数学的干部是由数学教师，来自黑山州立大学的数学学生教师，学校辅导员和建筑管理人员组成的数学教师，数学学生老师组成的基于建筑物的教师，以确定数学课程和教学的关键问题。