Mathematics Graduate Course Work Scholarships for Grades 9–12 Teachers

  • Deadline: Nov 02, 2018

    Mathematics Graduate Course Work Scholarships for Grades 9–12 Teachers

    Supported by the Dale Seymour Fund and NCTM
    Grades: 9-12

    "I also enjoyed taking these classes because they helped me see how the different areas of math are linked together. I don't know how many times this past year I had the "ah-ha" moment when something I learned in my undergraduate classes and just accepted as true, finally made sense and I had a better understanding of where it came from."

    ~ Casey Richardson, 2013-14 Awardee  

    Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that creating effective classrooms and learning environments in every school and district will take leaders committed to support sustained professional development that engages teachers in continual growth of their mathematical knowledge for teaching, pedagogical content knowledge, and knowledge of students as learners of mathematics (p. 114).

    The purpose of this grant is to provide financial support for improving teachers' understanding of mathematics by completing graduate course work in mathematics. For 2019-20 scholarships with a maximum of $3,200 each will be awarded to persons currently teaching at the grades 9-12 level. Primary emphasis is placed on appropriate mathematics content courses. Mathematics education courses may also qualify if a suitable rationale is provided by the applicant. Proposals must address the following: rationale for the coursework, anticipated instructional improvements, and expected impact on student learning outcomes.

    The applicant must (1) be a current (on or before October 12, 2018) Full Individual or E-Member of NCTM ; (2) have taught school mathematics at least three years; and (3) intend to remain in teaching. No person(s) may receive more than one award administered by the Mathematics Education Trust in the same academic year. Past recipients of this scholarship are not eligible to reapply. Activities are to be completed between June 1, 2019, and May 31, 2020.

    Interested teachers are invited to submit a proposal. The 2019-20 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 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 2, 2018 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 scholarship is awarded to an individual teacher. The Internal Revenue Service classifies scholarship payments in two ways: a non-taxable scholarship and a taxable scholarship. Awardees are responsible for reporting taxable scholarships and remitting any tax due with their personal income tax return. Additional information is available in IRS Publication 970, "Tax Benefits for Education" or from your tax professional. 

    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.
    ❏ Must include NCTM member number.
    ❏ Must be signed.

    II. Proposal

    Plan
    ❏ Describe your need for further course work in mathematics.
    ❏ Describe the course(s) you plan to take to address that need, including full course title and catalog description and number of credits for each course.
    ❏ Include full course title and catalog description for each mathematics course you have already completed, along with the number of credits for each.
    ❏ Explain anticipated impact on student learning.

    Budget
    No Indirect Costs.
    ❏ Include itemized budget, presented in line-item table format.
    ❏ Be specific and justify line items.  (Funds may be used for tuition, books, supplies, transportation, and other expenses related to achieving the goals of the proposal.)

    III. Background and Experience
    ❏ One-page maximum, outline format preferred.
    ❏ 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.

    IV.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
    ❏ Awardees will be required to submit a brief report (not to exceed two double-spaced pages) outlining the insights and knowledge gained through the course work experience(s) and an itemized report of expenses.
    ❏ Half of the approved budget, not to exceed $1,600, 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.

    2017-18

    Samrat S. Pathania Revival of Euclidean Geometry During my education, I felt the terrain of the mathematical landscape change as I traversed it, from applying mathematics as an engineer to discovering mathematics as a mathematician. I have realized that to understand its beauty, one must gain insight int

    Zachary Mark Searels Graduate Course Work Scholarship I want to become a better researcher and educator for my students. My students deserve a teacher devoted to researched methods. This course work can help guide me down the path of being the best teacher I can be. The course work I am taking prepares me

    2016-2017

    Cara Ann O'Malley Mathematical Growth Graduate courses in mathematics can be challenging. Accepting and overcoming challenges helps people to grow. I intend to grow by increasing my understanding of mathematics through rigorous course work, and then I intend to share this growth with my students. My stude

    2015-16

    Joseph Gordon Whitfield, II Statistically Strengthening Students & Myself Statistically speaking, I am 100% committed to deepening my content area knowledge to provide a quality education for my students. Careful reflection on the Common Core State Standards highlighted areas of need in my pedagogical

    2013-14

    Casey Jean Richison More than Just an Answer My goal as a mathematics educator is not just to introduce mathematics topics and get students to produce right answers. I want to encourage students to look deeper and further for more understanding. Getting to a correct answer is important on state tests, bu

    2012-13

    Elizabeth D. Moore Making a "Significant" Difference…Statistically Speaking, of Course It is my analytical, mathematical heart's desire for my adolescent students to hear terms such as "sampling" or "mean" without immediately conjuring up ideas of tasting food or angry dispositions. Currently, a Statisti

    2010-11

    Kellie E. Nowak Increasing Math Content Knowledge through Online Learning  My objective for this proposal is to increase my students' content knowledge in upper level high school mathematics courses. Knowledge acquired through the coursework will be used to help my students increase their understanding