
NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
Recipient: |
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Initial Amendment Date: | April 16, 2003 |
Latest Amendment Date: | August 9, 2007 |
Award Number: | 0243527 |
Award Instrument: | Continuing Grant |
Program Manager: |
James T. Fey
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
Start Date: | July 1, 2003 |
End Date: | June 30, 2008 (Estimated) |
Total Intended Award Amount: | $0.00 |
Total Awarded Amount to Date: | $1,723,147.00 |
Funds Obligated to Date: |
FY 2005 = $466,440.00 FY 2006 = $447,023.00 |
History of Investigator: |
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Recipient Sponsored Research Office: |
610 W 112TH ST NEW YORK NY US 10025-1898 (212)875-4400 |
Sponsor Congressional District: |
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Primary Place of Performance: |
610 W 112TH ST NEW YORK NY US 10025-1898 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | TEACHER ENHANCEMENT PROGRAM |
Primary Program Source: |
app-0405 app-0406 |
Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.076 |
ABSTRACT
This project increases the availability of materials and resources for pre-service and in-service professional development to better prepare teachers for serving students with and without disabilities within a standards-based mathematics curriculum. Building on the lesson study approach and utilizing the case method, this project develops five modules of professional development materials. Each module consists of at least two three-hour multimedia case studies of teaching events involving students with disabilities in mathematics classrooms as well as activities that guide users in their interaction with the case materials. Each module focuses on one of the five NCTM content standards (number and operations, algebra, geometry, measurement, data analysis and probability), integrates one or more of the five process standards (problem solving, reasoning and proof, communication, connections and representation) and highlights key issues that need to be addressed in broadening the preparation of teachers of students with a variety of disabilities. By focusing on individual differences, this project will highlight aspects of teaching standards-based mathematics curriculum for all students.
This project will have an impact on participating teacher educators and teachers, helping them to acquire the knowledge, skills and attitudes to more effectively support students with varying needs and strengths. The publication and dissemination of the professional development materials will benefit teachers and teacher educators nationwide. As a result of improved classroom practices this project hopes to impact a larger number of students, including students with disabilities, so that they will achieve standards-based learning outcomes in mathematics. This project will also make important contributions to the knowledge base about how to effectively prepare teachers to support students with different abilities and disabilities in a standards-based curriculum.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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