Title II: Teacher Quality Enhancement Grant

Mathematics and Science Course Development  

 

 

Questions and Answers

 

 

1. Why should our college or university develop inquiry-based mathematics and

science courses?

 

Inquiry-based science and mathematics instruction produces a deeper

understanding of mathematics and science among students. IllinoisÕs

model mathematics and science curricula, based on national standards,

require that K-12 schools establish inquiry-based mathematics and

science learning experiences for students. Similarly, IllinoisÕs  teacher

licensure standards require that teachers know and be able to teach

mathematics and science using inquiry-based strategies and techniques.

Colleges and universities that prepare teachers therefore must be

prepared to incorporate and model inquiry-based teaching strategies in

their science and mathematics courses.

 

2.What is the purpose of the course development ?

 

To develop mathematics and science courses that model inquiry-based

approaches to teaching for students preparing to teach in the middle

grade levels (4-9)

 

3. Who can submit a proposal?

 

Illinois public or private colleges or universities that prepare teachers have

submitted  proposals. Proposals should be submitted through the office of

the provost or academic vice president by teams that include a

mathematics or science faculty member and an education faculty

member. Whenever possible, a middle-grade teacher should be included

on the team.

 

4. What kinds of courses can be developed?

 

Mathematics and science courses for the preparation of teachers for the

middle school grades are requested. The focus is on content area

mathematics and science courses rather than methods courses in the

education department/college

 

5. Who is the audience for these courses?

 

Students in pre-service programs preparing to teach in the middle grade

levels (grades 4-9).

 

6.. What are the guidelines for the development of courses?

 

It is anticipated that most campuses will use grant funds to support

faculty during the summer when course development work is in

progress. It is up to the discretion of the campuses, however, to

determine how best to use the grant funds.

 

7. What is inquiry-based teaching?

 

Inquiry-based teaching poses problems and issues for students to

examine, analyze, reflect upon and solve. To do so, they must obtain

evidence and develop reasons to support the conclusions, principles, or

explanations they develop. Inquiry-based teaching emphasizes clear

thinking and sound reasoning about mathematics and science rather

than memorization and drill.

 

 

8. What must an inquiry-based course proposal include that ordinarily would

not be included in a course description or syllabus?

 

Course descriptions written in response to the Title II must include

an adequate description of inquiry-based goals, student activities, and

classroom or laboratory materials and arrangements.

 

 

9. Where can I learn more about inquiry-based courses and mathematics and

science standards?

 

The Eisenhower National Clearinghouse, the National Research Council,

the National Council of Mathematics Teachers, and the American

Association for the Advancement of Science web sites contain

information about national standards and inquiry-based teaching.

 

In addition, these organizations have published versions of their national

standards:

 

Eisenhower Regional Consortia. (1995). Promising practices in

mathematics and science education. Columbus, OH: Eisenhower National

Clearinghouse.

 

F. James Rutherford and Andrew Ahlgren. (1990). Science for all

Americans. New York: Oxford University Press.

 

National Council of Teachers of Mathematics. (1989). Curriculum and

evaluation standards for school mathematics. Reston, VA: NCTM.

 

National Research Council. (1996). National science education standards.

Washington, DC: National Academy Press.

 

CBMS Math Education of Teachers Project

 

In addition, the following web sites may be very useful:

 

www.nsf.gov

www.enc.org Eisenhower National Clearinghouse

www.maa.org/cbms/metdraft Mathematics Association of America

www.nas.edu/nrc National Research Council

www.nap.edu National Academy Press

www.oln.org Illinois Learning Network

www.aaas.org American Association for the

Advancement of Science

www.nctm.org National Council of Teachers of

Mathematics

www.illuminations.nctm.org/ NCTM Principles and Standards

Illuminations

 

 

10. What does it mean to ÒmodelÓ inquiry-based approaches to teaching?

 

Faculty teaching methods in the new or revised mathematics or science

course should reflect inquiry-based approaches to teaching as previously

described in the questions and answers. Students in these courses will

have the opportunity to experience inquiry-based learning as well as

have models for teaching that can be used in later in the K-12 classroom.

 

 

11. Are newly developed courses to be offered?

 

It is hoped that new inquiry-based mathematics and science courses will

be available to students as soon as possible during the academic year

following the grant award, and some will be offered.

 

12. Is any follow-up required for the grant awardees?

 

Faculty teams are expected to provide plans for limited research to

assess the effectiveness of both the content and pedagogy of the new or

revised, inquiry-based mathematics or science courses. Faculty should

be prepared to provide a summary of the results of such an assessment.

Future grant activities will include opportunities to share courses that

have been developed, the results of assessments of effectiveness, and

expertise with other faculty across the state in an effort to extend the

work of the grant to as many faculty and campuses as possible.

 

 

Technology Conversion of Existing Mathematics and Science Courses

 

1.What is the purpose of the course conversion ?

 

The purpose of the course conversion  is to encourage the conversion

of existing inquiry-based mathematics and sciences courses to a format

appropriate for web or distance learning that can be made widely

available through the Illinois Learning Network.

 

2.What is considered to be a ÒcourseÓ for the purpose of the grant?

 

Awards will be made based upon proposals for individual term (quarter

or semester) courses.

 

3.Who can submit a proposal?

 

Illinois public or private colleges or universities that prepare teachers may

submit proposals. Proposals should be submitted through the office of

the provost or academic vice president by teams that include a

mathematics or science faculty member and an education faculty

member. Whenever possible, a teacher at the appropriate grade level

should be included on the team.

 

4.How many proposals can each campus submit?

 

Over the three-year grant period, it is hoped that all eligible colleges and

universities will submit proposals. Since the intention of the grant is to

reach as many campuses as possible and encourage the conversion of

inquiry-based mathematics and science courses, every effort will be

made to reach as many public and independent campuses as possible

through the grant funds. Campuses are encouraged to limit the number

of proposals submitted to those that demonstrate a high level of

effectiveness in meeting the criteria for review.

 

5.What kinds of courses can be developed?

 

Mathematics and science courses for the preparation of teachers or for

teacher professional development are requested. The focus is on content

area mathematics and science courses rather than methods courses in

the education department/college. Courses will be made available to

existing teachers through the Illinois Learning Network.

 

6.Who is the audience for these courses?

 

Students in pre-service teacher preparation programs as well as existing

teachers than can be reached through the Illinois Learning Network.

 

 

7.How much money will be awarded for each course?

 

 A budget does not have to be included in the grant proposal.

 

8.What are the guidelines for the use of the grant money, once awarded?

 

It is anticipated that most campuses will use the grant funds to support

faculty during the summer when course conversion work is in progress.

It is up to the discretion of the campuses, however, to determine how

best to use the grant funds.

 

9.Are newly converted courses to be offered in Fall 2004?

 

It is hoped that newly converted inquiry-based mathematics and science

courses will be available to students and teachers as soon as possible

through the Illinois Learning Network.

 

10. Is any follow-up required for the grant awardees?

 

Faculty teams are required to provide plans for limited research to assess

the effectiveness of both the content and pedagogy of the new or revised,

inquiry-based mathematics or science courses. Faculty should be

prepared to provide a summary of the results of such an assessment.

Future grant activities will include opportunities to share courses that

have been converted and to share expertise with others across the state

in an effort to extend the work of the grant to as many faculty and

campuses as possible.