Using Music to Teach Mathematics Grants

  • Deadline: Nov 03, 2017

    Using Music to Teach Mathematics Grants

    Supported by the Esther Mendlesohn Fund and NCTM 

     

    Grades: PreK-5

    "I would say that this professional development experience has launched our math instruction to a whole new level. This is just the beginning!" 

                ~ Dawn Straith, 2016-17 Awardee   

    The purpose of this grant is to incorporate music into the elementary school classroom to help young students learn mathematics. For 2018-19, grants with a maximum of $3,000 each will be awarded to persons currently teaching mathematics in grades Pre-K-2 level. This award is for individual classroom teachers* or small groups of teachers collaborating in one grade or across grade levels. Any acquisition of equipment must support the proposed plan but not be the primary focus of the grant. Proposals must address the following: the combining of mathematics and music; the plan for improving students' learning of mathematics; and the anticipated impact on students' achievement. (*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom.)

     The applicant must be a current (on or before October 13, 2017) Full Individual or E-Member  of NCTM or teach in a school with a current (on or before October 13, 2017)  NCTM PreK-8 school membership  and currently teach mathematics or collaborate with teachers of mathematics in grades PreK-2. Activities are to be completed between June 1, 2018, and May 31, 2019. Past recipients of this grant are ineligible 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)
    ❏ Complete all requested information.
    ❏ Must include NCTM member number or, for PreK-8, school's membership number.
    ❏ Must be signed.

    II. Proposal

    Plan
    ❏    Describe plan in detail addressing what, who, how and why.
    ❏    Must address the combining of mathematics and music.
    ❏    Must address the plan for improving students' learning of mathematics.

    Outcome
    ❏   Explain anticipated impact on students' achievement.
    ❏    Explain how you expect to assess the project's impact on students' learning of mathematics content.

    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.

    2017-18

    Jill K. Carter Fractions and Music Composition for 1st Graders Learning about fractions in first grade can be challenging.  To help first-graders better understand the fraction concepts of half and whole, a first-grade teacher with a music background will integrate music composition into a unit about fra

    2016-2017

    Dawn Straith Music & Math…Better Together! Hillel math and music teachers will learn how rhythm, music, and movement support mathematics education during this professional development workshop.  They will discover how to break down patterns by attribute, grouping, number, and order concepts that young

    2015-16

    Sarah M. Baxter Fostering Number Sense in the First Graders with Learning Differences: Teaching Skip Counting and Tens Facts Through Original Songs Lower school math specialist, lower school music teacher and K-1 teacher and academic coordinator will collaborate to write songs about skip counting and tens

    2013-14

    Brittani Wilkinson Musical Math at School & Home Laura Ingalls Wilder Elementary will implement Musical Math at School & Home to assist in the transition to Common Core State Standards. Students will employ the versatility of iPad technology to learn math songs together with creating and recordin

    Deborah A. Pavolich Using Music to Teach Fractions and Multiples Many studies linking music instruction to mathematical learning have been done. One clear finding is that music is full of fraction terminology and concepts. Measures are made of fractions and multiples of whole notes driven by beats and rh

    2011-12

    Todd C. Mensch Without Music, Geometry is Pointless!  The proposed Math/Music activity addresses the hemispheres of the brain and how it impacts on learning basic math concepts for elementary aged school children. Left brain learners tend to be logical thinkers, think in sequential order and often prefer

    2010-11

    Gina Grenier Interpreting and Displaying Data through the Study of Pitch, Melody, and Bach The Harwich Elementary School, in partnership with the Cape Cod Symphony, is participating in an educational program called MusicWorks! Everyday. This program broadens students' appreciation for classical music whi