Budget and Cost Effectiveness
The budget is attached. Workshop materials include books for
participants to use in the professional development training
sessions, then take back to their respective classrooms for use,
along with a kit of manipulatives. These items may appear costly
in the budget, but are necessary for a complete and successful
workshop, and long-term use in the classroom.
This project is an extension of the ideas and work presented
in three past projects: (a) a 1999-2000 funded THEC project,
Implementing Mathematics Standards through Computer and
Calculator Technologies; (b) an AEL workshop, based on the
Partners in Change Project (1997); and (c) an AEL workshop,
Foundations for Gateway Success, based on studying the state
standards and implementing a standards-based curriculum.
Dissemination of project activities and results will occur in
three formats, through (a) a publication, (b) one or more
conference presentations, and (c) a project web page.
Project Sustainability. Books and kits purchased with
project funds will have a long period of useful life in the
school settings. They are correlated to standards, rather than to
a particular publisher's curriculum, and may be used after the
adoption of a new mathematics curriculum. One set of materials is
provided for each participant, and may be shared with other
teachers. The books and their compact discs provide black-line
masters for worksheets and paper manipulatives to be used in the
classroom.
Through grant activity and conference presentations, project
ideas will be refined and expanded. UTC houses an Access Center
for the Eisenhower National Clearinghouse (Appalachia Educational
Laboratory, n.d.), providing teacher training for the location of
Internet mathematics and science resources. A NOVA grant (NASA
Opportunities for Visionary Academics, n.d.) impacts preservice
elementary and middle school teacher preparation in mathematics
emphasizing active learning, use of relevant up-to-date
technology, connections between mathematics and science, deeper
understanding of mathematical concepts, and improved problem
solving.
We believe it is important to develop meaningful learning
environments for teachers so that they will have a model to use
for creating such environments in their classrooms.