The University of Illinois, Chicago seeks funding for athree year program: A Model for the Mathematics Preparation of Elementary School Teachers. The PI proposes to restructure the sequence of required mathematics courses for elementary school preservice teachers in order to develop mathematical thinking through problem solving situations on a variety of topics which make connections to other disciplines. The courses will be designed to develop positive belief systems about the nature of mathematic and the process of learning and teaching mathematics. A major component of the course are school-based experiences in multicultural settings with master teachers who have studied mathematics through inservice programs with the PI. The schools in the project are heavily populated with minorities, primarily Blacks and Hispanics. Students will observe in the schools and analyze in the college classroom video recordings of school mathematics classes. Teachers will help to develop the program, in particular the problem solving episodes, and they will serve on the project's advisory board. The project will also serve the needs of preservice teachers who have deficient mathematics backgrounds and would have to take remedial courses before entering the elementary mathematics course sequence. Instead, these students will be allowed to take the new courses and will be given additional help which will enhance their mathematical skills and attitudes. Since at least 50% of the preservice students in the remedial track are minority students, the program will address the issue of equal access for all. The project staff will also work with the new teachers throughout their first year of teaching, with weekly support meetings in which they will receive additional preparation. The materials developed for the project will be three distinct sets: a problem set with discussions and explanations for the preservice teachers; a similar set for the inservice teacher with additional pedagogical insights and assessments components as well as problems for children; and a complete set of materials for college instructors with references to mathematics education research. Initially, the materials will be disseminated at cost through NCTM and the University. Eventually, a publisher will make materials available commercially. The University of Illinois, Chicago is providing a cost-share amount which is equal to 25% of the NSF cost. Argonne Laboratories are providing computer equipment.
