| NSF Org: |
DGE Division Of Graduate Education |
| Recipient: |
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| Initial Amendment Date: | April 24, 2009 |
| Latest Amendment Date: | March 15, 2013 |
| Award Number: | 0841234 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Laura Regassa
DGE Division Of Graduate Education EDU Directorate for STEM Education |
| Start Date: | May 1, 2009 |
| End Date: | July 31, 2015 (Estimated) |
| Total Intended Award Amount: | $2,954,730.00 |
| Total Awarded Amount to Date: | $2,954,730.00 |
| Funds Obligated to Date: |
FY 2010 = $590,950.00 FY 2011 = $590,940.00 FY 2012 = $590,940.00 FY 2013 = $590,940.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
845 N PARK AVE RM 538 TUCSON AZ US 85721 (520)626-6000 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
845 N PARK AVE RM 538 TUCSON AZ US 85721 |
| 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): |
OFFICE OF MULTIDISCIPLINARY AC, GRAD TEACHING FELLOWS IN K-12 |
| Primary Program Source: |
04000910DB NSF Education & Human Resource 04001011DB NSF Education & Human Resource 04001112DB NSF Education & Human Resource 04001213DB NSF Education & Human Resource 04001314DB NSF Education & Human Resource |
| 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
GK-12 Graduate Students and Teachers Engaging in Mathematical Sciences
The G-TEAMS Program (Graduate Students and Teachers Engaging in Mathematical Sciences) provides an innovative and dynamic opportunity for graduate students and teachers to collaborate on the development of novel, rigorous, and relevant material for K-12 mathematics courses. The program, run by the Institute for Mathematics and Education and the Department of Mathematics at the University of Arizona, builds on a long-standing relationship between these two units and schools in the Tucson area. Fellows are recruited from the graduate programs in Mathematics and the interdisciplinary programs in Applied Mathematics and in Statistics at the University of Arizona. They work with high school teachers on the development of new courses, such as probability and statistics and mathematical modeling, on ways to promote algebraic thinking in K-8 grades, and on strategies to facilitate transitions between elementary, middle, and high school. The program is interdisciplinary and involves innovative approaches, such as video conferencing between classrooms and the Applied Mathematics Laboratory, or the use of computer simulations and applets. G-TEAMS lessons and learning objects are made available to the community by means of a web portal.
The program promotes STEM disciplines to underrepresented K-12 student populations and fosters a synergetic relationship among fellows, teachers, and K-12 students. Fellows learn to communicate mathematical ideas to diverse audiences, implement a range of teaching techniques, and increase their understanding of K-12 educational issues. Teachers become familiar with cutting-edge research and broaden their understanding of mathematics. Students learn to appreciate the wide variety of possibilities offered by STEM disciplines.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
G-TEAMS (Graduate Students and Teachers Engaging in Mathematical Sciences) is a $2.95M, NSF-funded Graduate STEM Fellows in K-12 Education program that paired 44 University of Arizona graduate students in the mathematical sciences with 52 K-12 teachers, and more than 4,000 K-12 students.
Funded in 2009 for 5 years and run by the Institute for Mathematics and Education together with the Department of Mathematics at the University of Arizona, G-TEAMS was built on a long-standing relationship between schools in the Tucson area and these two units. The program provided a unique opportunity for graduate students and teachers to collaborate on the development of novel, rigorous, and relevant material for K-12 mathematics courses. It contributed to promote STEM (Science, Technology, Engineering, and Mathematics) disciplines to underrepresented K-12 student populations and fostered a synergistic relationship among fellows, teachers, and K-12 students.
Fellows learned to communicate mathematical ideas to diverse audiences, implemented a range of teaching techniques, and increased their understanding of K-12 educational issues. Teacher partners were involved in professional development workshops that emphasized how to apply mathematical concepts to a variety of real-life situations. By interacting with individuals who pursued a career in the mathematical sciences, K-12 students learned about the wide variety of opportunities offered by STEM disciplines.
Over the initial period of the grant (2009-2014), 44 graduate students at the University of Arizona were supported as GK-12 Fellows (16 in mathematics, 15 in applied mathematics, 5 in biomedical engineering, 5 in optical sciences, 2 in ecology and evolutionary biology, and 1 in computer science), 7 of whom were funded for two years. Of these 44 students, 28 (64%) were male, 16 (36%) were female, and 7 (16%) were underrepresented minorities; as of October 2015, 21 had graduated with a PhD, 5 with a Master’s degree, and 16 were continuing their graduate studies. A total of 52 teachers participated in the project, many returning for a second or third year. Over the 5-year period, 4,023 K-12 students had the opportunity to interact with STEM graduate students through the program.
At the end of 2014, the G-TEAMS Extension Program was created to allow G-TEAMS activities to continue past the initial 5-year period of federal support. The principles of the G-TEAMS Extension are the same as those of G-TEAMS, but the time spent by each fellow in local K-12 schools is reduced, from 10-15 hours per week to the equivalent of one day per month. Because of this limited involvement, graduate students focus on enrichment activities, such as Science Fridays and math clubs, or work on projects with K-12 students and teachers. Initial funding for the G-TEAMS Extension was provided by a no-cost extension to the G-TEAMS grant, as well as by the Graduate College and the College of Science at the University of Arizona. In 2015, additional support was provided by Cox Communications and by the Department of Mathematics. A total of 9 graduate students participated in the G-TEAMS Extension in the 2014-15 academic year; this number was reduced to 6 in the 2015-16 academic year, due to li...
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