Prospective Teacher NCTM Annual Conference Attendance Award

  • Deadline: Nov 03, 2017

    Prospective Teacher NCTM Annual Conference Attendance Award

    Supported by the Julius H. Hlavaty Fund and NCTM 

     

    Grades: Prospective Teachers

    "This conference has given me so many wonderful opportunities to learn from the best of the best in mathematics education. It is an honor and privilege to attend a conference of this caliber during my undergraduate career."

                      ~ Brenna Wragge, 2015 Awardee  

    The purpose of this grant is to provide financial assistance to a future teacher of mathematics for attendance at an NCTM conference. For 2018-19, the Mathematics Education Trust will fund up to $1,500 (+ Conference Registration) for travel and subsistence expenses for a full-time undergraduate or graduate student who is committed to teaching mathematics in grades Pre-K-12 to attend an NCTM annual meeting or a regional meeting of NCTM. The applicant must be current (on or before October 13, 2017) student member of NCTM. Entries will be judged on the following criteria: acceptable academic record and standing, expressed interest in and commitment to teaching mathematics, and anticipated benefits of conference attendance, and clarity of the proposal.
     
    An applicant at the undergraduate level must be currently enrolled in a state-approved certification program and be on at least the second semester of his/her Junior year with a GPA of 3.0 (on a 4.0 scale) or better. Graduate student must be enrolled in a master's level program leading to certification or one designed to strengthen the teaching and learning process. An individual already certified must be currently enrolled in an accredited graduate program. Applicant must be committed to teaching grades Pre-K-12 and have a sincere interest in mathematics education. Any air-travel arrangements must be made through the designated NCTM travel agent so NCTM can directly pay for travel.
     
    No person may receive more than one award administered by the Mathematics Education Trust in the same academic year. Past recipients of this grant are not eligible to reapply.
     
    An interested student is 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 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.

    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
    ❏ Clearly describe your interest and commitment to teaching mathematics in grades PreK-12.
    ❏ At this point in your professional development what areas would you like to learn about or pursue.

    Outcome
    ❏ Explain what you hope to gain from attending the meeting and the potential impact on your teaching career.

    III. Budget
    No Indirect Costs.
    ❏ Include itemized budget, presented in line-item table format.
    ❏ Be specific and justify line items.

    IV. Background

    An undergraduate must be currently enrolled in a state-approved certification program and be on at least the second semester of his/her junior year with a GPA of 3.0 (on a 4.0 scale) or better.
    ❏ Provide a photocopy of page(s) from the school catalog indicating the program in which applicant is currently enrolled.
    ❏ Provide a photocopy of page(s) indicating state approval and accreditation.
    ❏ Include a copy of a transcript or official progress report showing academic record, GPA, and current enrollment.

    A graduate student must be enrolled in a master's level program leading to certification or one designed to strengthen the teaching and learning process. If already certified, a graduate student must be currently enrolled in an accredited graduate program.
    ❏  Provide a photocopy of page(s) from the school catalog indicating the program in which applicant is currently enrolled.
    ❏  Provide a photocopy of page(s) indicating state approval and accreditation.
    ❏  Include a copy of a transcript or official progress report showing academic record, GPA, and current enrollment.
    ❏  Provide a transcript of undergraduate record.
    ❏  Provide a description of teaching experience and professional activities to date.

    V. Letters of Support (One-page maximum each)
    One letter from a college/university mathematics educator (includes teachers of mathematics learning, teaching, or curriculum) with whom the applicant has studied.
    ❏  Should be written on institution stationery and signed.
    ❏  Should verify applicant's status.
    ❏  Indicate strong support for the proposal.

    One letter from an educator or colleague.
    ❏  Verify applicant's qualifications for the award.
    ❏  Indicate strong support for the proposal.

    Final Report Requirements
    ❏ The awardee will be required to submit a report (minimum of two, maximum of four double-spaced pages) outlining the insights and knowledge gained at the meeting and the value of the experience in contributing to the recipient's education.

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

    2017

    Claire Y. Nastari Equity in Mathematics I am applying for the 2017 NCTM Prospective Teacher Annual Conference Attendance Award because of my passion for teaching mathematics. I hope to make long lasting connections with educators and researchers in addition to furthering my knowledge of mathematical stra

    Lindsey Ann States Implementation of Technology in Secondary Classrooms The implementation of technology is a major trend pushing across the nation. As schools struggle to keep up with this new trend, teachers are being asked to use new technologies purchased by school districts in their everyday classro

    2016

    Amanda Marie Dean Practical Innovations in Mathematics Education Mathematics education is constantly evolving as more and more individuals develop innovative approaches to reach students. However, these ideas only become truly revolutionary when shared with others, transforming the entire math education c

    Anna Feil Searching for New Ways to Support All Learners of Mathematics I am applying for the 2016 NCTM Annual Conference Attendance Award because of a close connection between my interest in equity-oriented approaches to teaching mathematics and the theme of this year's conference: Building a Bridge to S

    Abigail Rose Gentry Importance of Interdisciplinary Curriculum in Secondary Classrooms Educators are often unprepared to answer questions regarding the importance of learning certain material in their classroom.  Students deserve to engage in meaningful, relevant activities in the classroom.  Leading stud

    2015

    Nicole A. Yoder Research and Education attending Eastern Mennonite University, Harrisonburg, Virginia I believe that research is vital for the growth of the teaching profession, but I have limited experience with the research community. The NCTM Research Conference would provide many exciting opportuni

    Brenna Rose Wragge Engaging Students Through Differentiation in Mathematics attending University of Nebraska-Omaha The ways of teaching math are radically changing even from five or ten years ago. As a future mathematics educator, I want to stay up-to-date on the latest strategies. Through this proposal

    Hayley Mikelle Anderson Teaching and Learning Meaningful Mathematics attending University of Nebraska-Lincoln What does it mean for mathematics to be meaningful? What is a teacher's role in making mathematics meaningful? These are two questions I have been asking and conducting action research on this y

    2014

    Whitney L. Saucier Dream Come True      As I am preparing for my first year of teaching, attending the annual NCTM conference would be very beneficial and rewarding for me. I would be given the opportunity to learn so many new ideas and strategies to incorporate into my classroom. The learning oppo

    Potak Douglas Lee Helping the Next Generation One Step at a Time      I am interested in assisting students in becoming more involved, engaged and interested in mathematics through learning practical pedagogical techniques for my future classroom. It would be my goal as a future teacher to te

    Katlyn Van Reenen North Carolina Prospective Teacher NCTM Conference      Going to the NCTM Conference will give me the opportunity to learn about and apply different strategies to engage my future students. Attending sessions with presenters from various professional and geographic backgroun

    Camilla L. Cortney Supporting Mathematical Development for ELL Students      Being committed to reach all students, I have recently found that one of my greatest challenges is accommodating English Language Learners in the classroom. I am currently placed in a low-income middle school where I see t

    2013

    Joseph D. Boecker Curricular Ideas for the New Teacher The transition from the world of scientific research into the teaching of secondary mathematics brings along my constant desire to grow professionally through discourse with experienced colleagues. My interests lie primarily in considering the whole

    Madison Shepard Seeking Prospective Teacher NCTM Conference Attendance Award My proposal best describes my desire to be the best mathematics teacher I can be through seeking answers for the best way to adjust to the new Common Core State Standards and teaching conceptual knowledge. I hope to develop my s

    2012

    William K. Jones Math! Huh, What Is It Good For?...Absolutely EVERYTHING! (In the voice of Edwin Star, words and emphasis added) Making the theorems, postulates, ideas, and concepts of mathematics tangible to the average student can sometimes be the hardest fight a teacher must face. Changing what

    2011

    Meredith McKay Gore Rotations, and Reflections, and Translations! Oh, my!  I have a strong desire to learn innovative ways for teaching mathematics so I can facilitate and promote meaningful, active, student-centered learning. I am interested in learning about available products, how to acquire them, and

    2010

    Christina A. Fonstad Increasing the Mathematical Knowledge of an Emerging Leader As an emerging leader in mathematics education, my goal is to increase my mathematical knowledge to better serve the students and teachers I work with as well as become a better teacher myself. I have worked on this goal by