Enhancing Student Mathematics Learning through the Use of Tools and Technology Grants (Pre-K-12)

  • Deadline: May 05, 2017

    Enhancing Student Mathematics Learning through the Use of Tools and Technology Grants (Pre-K-12)

    Supported by the Isabelle P. Rucker Fund and the NCTM
    Grades: PreK-5, 6-8, 9-12

    "I view this grant as a catalyst in my professional growth; the year has been transformative for my students and me."

    ~Jaime Hall, 2015-16 Awardee

     

    The Principles to Actions Tools and Technology Guiding Principle states that "an excellent mathematics program integrates the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking."

    The purpose of this grant is to encourage the innovative use of technology and other tools to "help teachers and students visualize and concretize mathematics abstractions..." ( Principles to Actions ).  When used appropriately, they can enhance other effective teaching and promote meaningful learning opportunities for students.  For 2017-18, grants with a maximum of $3,000 each will be awarded to persons currently teaching mathematics in grades Pre-K-12.  Materials may include, but not be limited to, books, calculators, tablets, computers, or related equipment as well as professional development in the use of the designated tools and technology.  The focus of the proposal should be on the mathematics being taught and innovative uses of the tools and technology.  Proposals must include a plan for evaluating materials and the anticipated impact on students' learning. Applicants are encouraged to seek matching funds from internal and external sources.

    The applicant must be a current (on or before April 21, 2017) Full Individual or E-Member , of NCTM, or teach at a school with a current (on or before April 21, 2017) NCTM Pre-K-8 school membership , and currently teach mathematics in grades Pre-K-12 at least 50 percent of the school day.  Project activities are to be completed between June 1, 2017, and May 31, 2018.  Past recipients of this grant are not eligible to re-apply.  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 2017-18 MET Proposal Cover Form must be completed and serve as the top page of each copy of the proposal.  The proposal must be word processed 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 May 5, 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)
    ❏ Complete all requested information on the form.
    ❏ Must include NCTM member number or, for Pre-K-8, school's membership number.
    ❏ Must be signed.

    II. Proposal
    Plan
    ❏ Describe your plan to teach mathematics with innovative uses of tools and technology, including professional development in the use of the designated tools and technology if needed.
    ❏ Describe how your plan will help teachers and students visualize and concretize mathematics abstractions.
    ❏ Describe your plan for evaluating materials.

    Outcome
    ❏ Explain anticipated impact on students' learning.

    III. Budget (One page maximum; table format)
    No Indirect Costs.
    ❏ Include an itemized budget, presented in line-item table format. 
    ❏ Be specific and justify line items.
    ❏ Include matching funds sought from internal and external sources.

    IV.    Background and Experience 
    ❏ One-page maximum, outline format preferred.
    ❏ One for each applicant.
    ❏ Formal education: institution, type of degree, major, minor, and date each degree was granted.
    ❏ Teaching experience related to this grant proposal.
    ❏ Must be currently teaching mathematics in grades Pre-K-12. 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.
    ❏ Confirm efforts to seek matching funds.

    Final Report Requirements
    ❏ Awardees 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 report and verified expenses (with receipts) related to the proposal.

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

    2016-17

    Lisa Anne Lothspeich Mathematics Teaching Practices + Technology= Profound Mathematics Learning The Mathematics Teaching Practices, partnered with strategic utilization of technology, will result in increased student learning in mathematics.  Students will maintain individual digital data notebooks outlin

    Daryl Cox Utilizing Pen Tablets to Enhance Digital Mathematics Learning As the world becomes more digital, learning too must become more digital. We as teachers need to find ways to reach students in a way they are comfortable with. My district is transitioning to Google Chromebooks in the classroom, whic

    2015-16

    Melissa Ann Stirling The Mathematics of Place - visualizing mathematics through mapping technology Geographic Information Systems help visualize and interpret data in many ways to reveal patterns and make connections.  From the creation of maps using layers that consist of points, lines, planes to adding

    Jaime A. Hall Shifting the Paradigm: Building Self Directed Math Learners at HHS Meaningful learning cannot happen in math classes where students “hate” math, lack confidence, and see little relevance between mathematical thinking and their own lives. The goal of this grant is to change this paradigm for