Connecting Mathematics to Other Subject Areas Grants (9-12)
Supported by the
"Field-testing the projects prior to compiling a manual to share with other teachers proved to be invaluable. Feedback from my own students and those teachers who used the projects enabled me to tweak the directions and provide a list of tips that would allow even a beginning teacher to find the projects usable and meaningful."~ Luajean Bryan, 2009-10 Awardee
"Field-testing the projects prior to compiling a manual to share with other teachers proved to be invaluable. Feedback from my own students and those teachers who used the projects enabled me to tweak the directions and provide a list of tips that would allow even a beginning teacher to find the projects usable and meaningful."
~ Luajean Bryan, 2009-10 Awardee
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that teachers plan and implement units and lessons that promote positive dispositions toward the study of mathematics, including curiosity, self-confidence, flexibility, and perseverance (pp. 114-115). One way to do that is to create lessons across the disciplines.
The purpose of this grant is to create senior high classroom materials or lessons connecting mathematics to other fields. For 2019-20 grants with a maximum of $4,000 each will be awarded to persons currently teaching mathematics in grades 9-12. Materials may be in the form of books, visual displays, computer programs or displays, slide shows, videotapes, or other appropriate medium. The focus of these materials should be on showing the connectivity of mathematics to other fields or to the world around us. Any acquisition of equipment or payment of personal stipends must be critical to the grant proposal and may not be a major portion of the proposed budget. Any published sources must be documented. Proposals must address the following: the plan for developing and evaluating materials, the connectivity to other fields or disciplines, and anticipated impact on students' learning.
The applicant must be a current (on or before October 12, 2018) Full Individual or E-Member of NCTM and currently teach mathematics in grades 9-12 at least 50 percent of the school day. Activities are to be completed between June 1, 2019, and May 31, 2020. 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.
Interested teachers are invited to submit a proposal. The 2019-20 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 2, 2018 . 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.
I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number.
❏ Must be signed.
❏ Describe plan in detail addressing what, who, how and why.
❏ Describe your classroom experiences on which the materials will be based.
❏ Include an outline of materials to be developed, any initial work done on the project, a detailed description of one of the components, and its connection to other fields or to the world around us.
❏ Prepare materials may be in the form of books, visual displays, computer programs or displays, slide shows, videotapes, or other appropriate medium. Any published sources must be documented.
❏ Explain the project's impact on students' learning of mathematics content.
❏ No Indirect Costs.
❏ Include itemized budget, presented in line-item table format.
❏ Be specific and justify line items.
❏ Acquisition of equipment and conference attendance 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.VI.Letter of Support from Teaching Colleague❏ One-page maximum.
❏ Must be on official school stationery.
❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.
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.
❏ Seventy-five percent (75%) of the approved budget, not to exceed $3,000, 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.
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