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

University Of Texas At Arlington, Arlington TX

Investigators

Abstract

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.