Supported by the Iris Carl Fund and NCTM
“The NCTM Equity in Mathematics Grant has given me the opportunity to enhance student learning, lesson delivery, and peer collaboration by using SMART technology. It has provided me with the efficient tools needed to deliver an extremely organized mathematics curriculum to the students. Not only do I have every teaching tool at my fingertips but this technology has created a higher level of equality in the classroom, making for a better environment for reluctant learners.”
~ Jennifer Stedman, 2012-13 Awardee
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that for the Access and Equity Principle, teachers model high expectations for each student’s success in problem solving, reasoning, and understanding as well as promote the development of a growth mindset among students (p. 115).
To these ends, the purpose of this grant is to incorporate middle school classroom materials or lessons that will improve the achievement of student groups that have previous records of underachievement. For 2015–2016, grants with a maximum of $8,000 each will be awarded to persons currently teaching mathematics in grades 6–8. This award is for individual classroom teachers* or small groups of teachers collaborating in one grade or across grade levels. Proposals must address the following: the mathematics content as defined in the Principles and Standards for School Mathematics of NCTM; the plan for improving achievement of the targeted students; and the anticipated impact on their 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 15, 2014) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 15, 2014) NCTM Pre-K–8 school membership and currently teach mathematics in grades 6–8 at least 50 percent of the school day. Activities are to be completed between June 1, 2015, and May 31, 2016. 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 2015–2016 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 7, 2014. Faxed copies will not be accepted. Duplicate applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal.
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.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Proposal (Three pages maximum)
❏ Plan. Describe the what, how, and why of the plan. Include a description of past underachievement and the target group(s).
❏ Budget. Include an itemized budget (presented by line item in a table format).
❏ Outcome. Explain how the plan will be evaluated to assess the impact of the proposed project on targeted students' learning, and how you plan to determine if the current achievement gap narrows.
III. Background and Experience (One page maximum; outline format preferred)
❏ Formal and grant related continuing education. Indicate the institution, type of degree, major, minor, and 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.Principal’s Letter of Support. (One page maximum)
❏ The letter must be signed on school stationery and confirm the teaching status of the applicant, the existence of the current mathematics achievement gap of the target population(s), and support for the proposed project and its evaluation.
Final Report Requirements
❏ Awardees will be required to submit a brief report (not to exceed two double-spaced pages) documenting the project’s activities, the post-project achievement gap analysis, and an itemized report of expenses.
❏ Eighty percent of the approved budget, not to exceed $6,400, 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