New, GK-12: Mathematically Aligned Vertical Strands Connecting Mathematics Research, Pedagogy and Outreach for GK-12 Fellows and Teachers (MAVS Project)

新，GK-12：数学对齐的垂直线连接 GK-12 研究员和教师的数学研究、教育学和外展（MAVS 项目）

• 批准号: 0841400
• 负责人: Minerva Cordero
• 金额: $ 285.4万
• 依托单位: University of Texas at Arlington
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-04-15 至 2015-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0841400&HistoricalAwards=false
• 关键词: New; GK; 12; Mathematically; Aligned

The MAVS project creates a seamless transition in mathematics that spans the school curriculum and bridges to research-level mathematics. At the heart of the MAVS project are cohesive vertical teams of graduate students, K-12 teachers, and mathematicians. Each year eight fellows will be teamed with eight teachers at a predominantly minority high school and its feeder schools. They will collaborate to develop and deliver lessons that reflect a robust understanding of the vertical alignment of the mathematics curriculum and connections to research mathematics. The MAVS project develops innovative program components, such as research and teaching seminars, mentoring triads, and teaching quads. The mentoring triads consist of a fellow, his/her research advisor, and a MAVS faculty mentor. The teaching quads consist of two MAVS fellows with a mentor junior high and a mentor high school teacher. The project will establish a model for extending vertical articulation in the mathematics curriculum to research-level mathematics that will be disseminated at local, statewide, and national levels. Graduate fellows will gain crucial leadership and communication skills for the 21st Century workplace. K-12 students will benefit from model lessons developed and K-12 teachers will benefit from an enhanced understanding of mathematics content and of the importance of the mathematics they teach and how it is situated in the curriculum. The project focus promotes an innovative model for addressing the acute needs of underserved student populations to improve mathematics education for this group from junior high to the graduate level.

MAVS项目在数学方面创建了无缝的过渡，跨越了学校课程，并桥梁到研究级数学。 MAVS项目的核心是研究生，K-12老师和数学家的凝聚力垂直团队。每年，八名研究员将与一所主要是少数民族高中及其饲养员学校的八名老师合作。他们将合作开发和提供课程，以反映对数学课程和与研究数学的联系的垂直一致性的强烈理解。 MAVS项目开发了创新的计划组件，例如研究和教学研讨会，指导三合会和教学四边形。指导三合会由一个研究员，他/她的研究顾问和一位小牛教师导师组成。教学四边形由两个女士组成，其中有一个导师初中和一名高中老师。该项目将建立一个模型，以扩展数学课程中的垂直表达到研究级数学，该数学将在本地，全州和国家级别传播。研究生研究员将为21世纪的工作场所获得至关重要的领导能力和沟通技巧。 K-12学生将从开发的模型课程中受益，而K-12教师将受益于对数学内容以及他们所教的数学的重要性以及如何位于课程中的重要性。该项目的重点促进了一种创新模型，用于满足服务不足的学生群体的急性需求，以改善该小组从初中到研究生水平的数学教育。