Engaging Students in Learning Mathematics Grant (6-8)

  • Deadline: Nov 03, 2017

    Engaging Students in Learning Mathematics Grant (6-8)

    Supported by the Veryl Schult-Ellen Hocking Fund 

     

    Grades: 6-8

    " The MET grant allowed me the opportunity to create new lessons and focus on Math in the Real World."

    ~ Betsy Shipper, 2013-14 Awardee  

    Principles to Actions Ensuring Mathematical Success for All (NCTM 2014) suggests the "sufficient time is needed to engage students in tasks that promote problem solving and reasoning to make sense of new mathematical ideas; engage students in meaningful mathematical discussions; and build fluency with procedures on a foundation of conceptual understanding" (p. 73) .

    The purpose of this grant is to incorporate middle school classroom materials or lessons that actively engage students in tasks and experiences to deepen and connect their content knowledge. For 2018-19, grants with a maximum of $3,000 each will be awarded to persons currently teaching mathematics in grades 6-8. Materials may be in the form of books, visual displays, slide shows, videotapes, or other appropriate medium. Materials may not be calculators, computers, or related equipment. Although such equipment is essential in today's classroom, this award is not intended to purchase such equipment. The focus of these materials should be on showing the connectivity of mathematics to other fields or to the world around us. Proposals must address the following: one or more of the Content Standards: number and operations, geometry, measurement, algebra; plan for developing and evaluating materials; and the anticipated impact on students' learning.

    The applicant must be a current (on or before October 13, 2017) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 13, 2017) NCTM Pre-K-8 school membership and currently teach mathematics in grades 6-8 at least 50 percent of the school day. Project activities are to be completed between June 1, 2018, and May 31, 2019. Past recipients of this grant are not eligible to reapply. No person(s) may receive more than one award administered by the Mathematics Education Trust in the same academic year.

    Interested teachers are invited to submit a proposal. The 2018-19 MET Proposal Cover Form must be completed and serve as the top page of each copy of the proposal. The proposal must be typewritten, double-spaced and single-sided (please organize as outlined below), with margins of at least one inch on 8.5 " x 11" paper. Font size must be no smaller than 10-point (Times Roman suggested), and the width between characters should be normal (100%). Five copies (one original and four copies) of the proposal should be included in a single packet addressed to the Mathematics Education Trust at NCTM, 1906 Association Drive, Reston, VA 20191-1502. The application packet must be postmarked by November 3, 2017 . Faxed copies will not be accepted.  Duplicate applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal.  No indirect costs.
     
    Note: This grant is awarded to an individual teacher. The award must be reported to the Internal Revenue Service, and it is subject to federal income taxes. A Form 1099 will be sent to the grant recipient at the end of the calendar year. If you have any questions about your own income tax liability, you should contact the Internal Revenue Service or your tax counsel. These sources can advise a recipient on the proper way to report project expenses.

    Review the scoring rubric used to rate proposals in this category and determine which proposals will be selected for funding.

    Proposal Requirements

    I. Proposal Cover Form (Microsoft Word 2000)
    ❏ Complete all requested information.
    ❏ Must include NCTM member number or, for PreK-8, school's membership number.
    ❏ Must be signed.

    II.Proposal

    Plan
    ❏ Focus on mathematics content and its connectivity to other fields or the world around us.
    ❏ Describe the what, when, how and why of the plan.
    ❏ Outline materials to be incorporated.
    ❏ Describe classroom materials on which materials will be used.
    ❏ Describe the tasks and materials to be developed and used.

    Outcome
    ❏ Explain the impact on student learning.
    ❏ Explain how the plan will be assessed and what data will be collected.

    III. Budget
    No Indirect Costs.
    ❏ Include itemized budget, presented in line-item table format.
    ❏ Be specific and justify line items. (Acquisition of equipment must support the proposed plan but not be the primary focus of the grant.)

    IV. Background and Experience
    ❏ One-page maximum, outline format preferred.
    ❏ One for each applicant.
    ❏ Formal education: institution, type of degree, major, minor, date each degree was granted.
    ❏ Teaching experience related to this grant proposal.  Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.

    V. Letter of Support from Principal
    ❏ One-page maximum.
    ❏  Must be on official school stationery and signed by the principal.
    ❏ Confirm the teaching status of the applicant.
    ❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.

    Final Report Requirements
    ❏ The awardee will be required to submit a brief report (not to exceed two double-spaced pages) and an itemized report of expenses.
    ❏ Two-thirds of the approved budget, not to exceed $2,000, will be paid at the beginning of the project; the remainder will be paid on receipt of a final product and verified expenses (with receipts) related to the proposal.

    The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.

    2016-2017

    Kathy Wahlstrom Packing & Shipping: All Shapes and Sizes! I am mathematics teacher at Saint John Paul II Catholic Academy in Boston.  The Academy has an enrollment of more than 1,250 students at four campuses in the inner-city neighborhoods of Dorchester and Mattapan in Boston.  That makes the Academy

    2015-16

    Monique A. Carter Getting Our Hands on Geometry and Design This project will enable me to cover areas that our current math curriculum shortchanges. The games, books, and manipulatives I am requesting will enhance 6th grade learning in geometry, visual and spatial thinking, and design, allowing students t

    2013-14

    Betsy Shipper Linking Mathematics to the Real World Students' understanding of mathematics will be empowered through the investigation of mathematics in the real world. This grant will incorporate the use of literature, manipulatives, and DVDs to enable students to connect the mathematics they are learni

    2012-13

    Wendy S. Grimshaw Students Take Measure: Explorations Along the Appalachian Trail   Thirty-five miles of the Appalachian Trail meander through Botetourt County, Virginia, yet relatively few students enrolled in the public school system have ventured upon this national treasure. By putting learning

    Neville E. McFarlane Make a Solar-Powered Water Fountain!   Making mathematical connections to other disciplines has become an increasingly important instructional strategy for teaching middle school (grades 6-8) students at the New Birth Christian Academy. As a middle school math teacher and a fir

    2010-11

    Kevin A. Corwin Helping Students Understand Fractions, Fraction Operations, and Fraction Uses The overall goal of this grant is to help students become successful working with fractions and their operations. I find that in middle school fractions is one of the most difficult concepts for students to und

    Mary E. Jones Let's Get Coordinated! This plan proposes the permanent, professional installation of a 20 by 30 foot tiled Cartesian coordinate plane within the confines of the Commons Area of Southeast Bulloch Middle School. This coordinate plane will be available for the hands-on instruction of sixth,