Supported by the Father Stanley J. Bezuszka Fund and NCTM
"This study will allow students to investigate mathematics history as an interdisciplinary unit involving math,
science, literacy, humanities, and fine arts. Students will also attend the theater production of “Eureka!” which gives a glimpse into the mathematical contributions of Archimedes, Albert Einstein, Blaise Pascal, Ada Lovelace,
Pythagoras, etc. ”
~Tiffani M.T. Grayer, 2013-14 Awardee
Father Stanley Bezuszka had a strong abiding interest in the history of mathematics - ever present in his writings and in his presentations. In From Heart and Mind: a Classroom Odyssey, (p. 2) he wrote "The heritage, the tradition, the story of mathematics is a history of the human mind seeking to understand the mysteries of the universe and to find answers to the many wonders and many questions of men and women." He routinely urged his students and teacher colleagues to learn about and from the mathematicians of the past. This scholarship acknowledges and honors his efforts to promote the history of mathematics as a powerful teaching tool.
The purposes of this scholarship are to provide financial support for (1) completing credited course work in the history of mathematics or the design and implementation plan for a personal study program with a focus on some aspect of the history of mathematics, (2) creating and field-testing appropriate classroom activities incorporating the history of mathematics, and (3) preparing and delivering a professional development presentation to colleagues. For 2015–2016, a scholarship with a maximum of $3,000 will be awarded to an individual currently teaching mathematics at the grades 6–12 level. Proposals must address the following: identification of the credited agency offering the course(s) with a complete description of the course(s) or the outline of a personal study plan including resources to be used. A description of how the created activities will be field-tested should also be submitted.
The applicant must (1) be a current (on or before April 25, 2014) Full Individual or E-Member of NCTM; (2) have taught school mathematics for at least three years; and (3) intend to remain in teaching. Teachers of grades 6–12 satisfying (1)-(3) who have taken a course previously in the history of mathematics are eligible to apply. 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. All activities must be completed by August 31, 2016.
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 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 May 4, 2015. Faxed copies are not accepted. Duplicate applications will not be considered.
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.
I. Proposal Cover Form (Microsoft Word 2000 or higher required)
II. Proposal (two pages maximum)
❏ Briefly describe your interest in history of mathematics.
❏ Choose one:
❏ Identify the institution/agency offering the credited history of mathematics course(s). Include full course title, catalogue description and number of credits for each course.
❏ Describe your planned personal program of study in the history of mathematics. Detail what you expect to do and how long it will take to accomplish. List the study resources you need to complete your program.
❏ Describe how completing the proposed course(s), or personal study, will help you improve your teaching, increase the knowledge base of colleagues, and impact student learning.
❏ Include a detailed itemized budget (presented by line item in a table format). 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)
❏ Description of formal education. Indicate the institution, type of degree, major, minor, and date each degree was granted.
❏ Description of teaching experience. Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.
❏ Acknowledgement that you meet the prerequisite requirements of the proposed course(s).
IV. Principal’s Letter of Support (One page maximum)
❏ The letter must be signed on school stationery, confirm the teaching status of the applicant, and indicate support for the proposal.
Final Report Requirements
Awardees will be required to submit:
❏ A report (not to exceed two double-spaced pages) outlining the insights and knowledge gained through the course work experience(s).
❏ A collection of the history of mathematics activities that were created based on the experience gained from the credited coursework.
❏ An outline of a professional development presentation given to colleagues together with a brief description of the type of meeting at which the presentation was given (e.g. department, district, affiliate, etc.).
❏ An electronic copy of the professional development Powerpoint® presentation.
Half of the approved budget, not to exceed $1,500, 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