Fiscal Year: 2018
1977 The University of Texas at Arlington (75795)
Principal Investigator: James A. Mendoza Alvarez
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 405,742
Exceeds $250,000 (Is it flagged?): Yes
Start and End Dates: 9/1/17 - 8/31/20
Restricted Research: YES
Academic Discipline: Department of Mathematics
Department, Center, School, or Institute: College of Science
Title of Contract, Award, or Gift: The Mathematical Education of Teachers as an Application of Undergraduate Mathematics (META Math)
Name of Granting or Contracting Agency/Entity:
Mathematical Association of America
Program Title: N/A
(SAM 1.3.1) Can every mathematics major and future teacher after taking abstract algebra explain to others why negative times negative is positive?
The Mathematical Education of Teachers II (MET II) report (Conference Board of the Mathematical Sciences [CBMS], 2012) calls for a future in which secondary school students engage in substantive mathematical inquiry, solve non-routine problems, and make deep mathematical connections. Achieving this vision requires a nation of confident school teachers ready to foster such work. College and university faculty must equip the undergraduates who will become teachers with a profound understanding of mathematics that will enable them to position their own students for future success in post-secondary education and future careers. This proposed project, “The Mathematical Education of Teachers as an Application of Undergraduate Mathematics” (META Math), will provide faculty with tools to better prepare teachers to contribute to the CBMS vision. META Math will contribute to the NSF-IUSE program goals of “increasing the number and diversity of STEM students, preparing students well to participate in science for tomorrow, and improving students’ STEM learning outcomes” by creating a culture of inserting teacher preparation content as proper examples of college mathematics applications and by providing the professional development of mathematicians who teach college mathematics content to future school teachers. Because IUSE “encourages projects that develop faculty expertise and prepare K-12 teachers,” the META Math project naturally responds to this solicitation by directly increasing faculty expertise in preparing teachers.
MET II (CBMS, 2012) calls for preparing a new generation of teachers with “a coherent view of the structure of mathematics in order to develop reasoning skills in their students.” It recommends spending time in undergraduate courses “looking back” at the content of K-12 mathematics as an important and worthy part of a mathematics major that prepares future teachers (p. 54).