Supported by the E. Glenadine Gibb Fund and NCTM
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future
instruction (p. 56). Additionally, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom (p. 69).
The purpose of this grant is to support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators. For 2015–2016, grants with a maximum of $6,000 each will be awarded to mathematics educators or classroom teachers* currently teaching mathematics at the grades 7–12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grades 7–12 classroom teachers. The proposal may include, but is not restricted to, research on the following topics:
- Curriculum development and implementation
- Involvement of at-risk or minority students
- Students’ thinking about a particular mathematics concept or set of concepts
- Connection of mathematics to other disciplines
- Focused learning and teaching of mathematics with embedded use of technology (any acquisition of equipment must support the proposed plan but not be the primary focus of the grant)
- Innovative assessment or evaluation strategies
(*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom.)
Involvement of preservice teachers is encouraged but not required. This research should lead to a draft article suitable for submission in the Mathematics Teacher Educator, Journal for Research in Mathematics Education, or in one of the NCTM school journals. Proposals must address the following: research design, the plan for collecting and analyzing data, and the anticipated impact on students’ learning.
The applicant must be a current (on or before October 15, 2014) Full Individual or E-Member of NCTM, if a 9-12 teacher, or one who teaches at a college or university. 7th or 8th grade teacher applicant may be a current (on or before October 15, 2014) Full Individual or E-Member of NCTM or teach at a school having a current (on or before October 15, 2014) NCTM Pre-K–8 school membership. No person(s) 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. All grant activities must be completed between June 1, 2015, and May 31, 2017.
Interested persons 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 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.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Background and Experience (One page for each applicant; outline format preferred)
❏ Formal and grant related continuing education. Indicate the institution, type of degree, major, minor, and date of graduation for each degree.
❏ Teaching experience. Indicate the school(s), teaching assignments, and other pertinent information including continuing education and professional activities related to the grant proposal.
III. Project Description (Four pages or less)
❏ Project Title.
❏ Description. Describe the research questions to be investigated, providing a clear picture of the project’s objectives. Include a detailed plan for carrying out the work, a project timeline for completion of the project, and a description of the data collection and analysis methods to be used. Include a summary of related research literature.
❏ Budget. Provide an itemized budget (presented by line item in a table format), including funds requested from the Mathematics Education Trust and other sources of funds, if applicable. Funds may be used for any reasonable project expenses, including stipends for participating researchers and collaborating teachers, if well justified. Major technology needs should be covered by funds from other sources.
❏ Outcome. Explain in detail the hypotheses of the project and how you intend to assess the project’s outcomes.
IV. Letters of Support (One page maximum each)
❏ A letter supporting the project from the principal of the cooperating school is required. (The letter must be signed on school stationery and confirm the teaching status of the applicant.)
❏ Letter from collaborating partner. (The letter must be signed official stationery and confirm the collaborative commitment to the project.)
❏ Additional letters of support may be included but are not required.
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. The final report detailing the results of the research and any anticipated follow-up activities must be filed within three months of the completion of the project.
❏ On acceptance of the grant, the grantee(s) will receive three-fourths of the approved budget, not to exceed $4,500. The remainder will be paid on receipt of the final report, draft article, and verified expenses (with receipts) related to the project.
The Mathematics Education Trust was established by
the National Council of Teachers of Mathematics