Equity in Mathematics Grants (6-12)
Supported by the
Iris Carl Fund
"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
"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). In 2016, NCTM's Board of Directors reaffirmed this focus by expanding the language to equity, access, and empowerment.
To these ends, the purpose of this grant is to incorporate classroom materials or lessons that will improve the achievement of student groups that have previous records of underachievement, sometime identified by race, gender, region, or culture. For 2019-20, grants with a maximum of $8,000 each will be awarded to persons currently teaching mathematics in grades 6-12. 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 12, 2018) Full Individual or E-Member of NCTM or teach at a school with a current (on or before October 12, 2018) 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, 2019, and May 31, 2020. 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 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.II. ProposalPlan
❏ Describe the what, how and why of the equity plan.
❏ Address the mathematics content improvement needs.
❏ Include a description (data) of past underachievement and the target group(s).
❏ Delineate the planned growth. Delineate the plan for improving achievement of targeted group.Outcome
❏ Explain how the plan will be evaluated to assess the impact of the proposed project on targeted students' learning.
❏ Describe how you plan to determine if the current achievement gap narrows.III. Budget
❏ No Indirect Costs.
❏ Include itemized budget, presented in line-item table format.
❏ Be specific and indicate how you would allocate $8,000 from this award to be used for expenses related to achieving the goals of the proposal.IV. Background and Experience
❏ Provide a maximum of one page in outline format.
❏ Describe your formal education including the institution, type of degree, major, minor and date each degree was granted.
❏ Describe your teaching experience related to this grant proposal. Indicate the school(s), teaching assignments, and other pertinent information, including continuing education and professional activities.V. Principal's Letter of Recommendation
❏ One-page maximum.
❏ Signed letter on school stationery.
❏ 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
❏ Submit a two-page double spaced report including an itemized report of expenses.
❏ Document the project's activities.
❏ Describe the post-project achievement gap analysis.
❏ 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 report and verified expenses (with receipts) related to the proposal.
The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.
Strengthening Students' Future with Chromebooks
The NCTM Equity in Mathematics grant will provide my underachieving students the opportunity to learn and excel with innovative technology used in the real-world. The daily use of Chromebooks will increase students' depth of knowledge, stre
Moovin' and Groovin' with Reason
I am a passionate teacher who values the education of my students; one that truly cares about their futures. I respect my position and my educational ability to teach students in math. I am very concerned about the gap between our not-economically disadvantage
Complex Instruction and Effective Groupwork Strategies at Washington Middle School
Complex Instruction (CI) is an effective group-based pedagogy grounded in research that can help teachers provide a rigorous and equitable classroom for all students, regardless of their ethnicity, langua
Enhancing Math Instruction with Technology
The variations in the way in which students learn have been evident in my classroom each and every day over the past 20 years. Finding ways to engage every learner in the math lesson is one of the greatest challenges I have faced as
Creating Equity in the Classroom with the Help of Technology
Creating equity in middle school mathematics classes can be accomplished. The use of technology will help to achieve this by giving certain subgroups an opportunity to participate and interact in ways that are comfor
Board with Math: Reaching the Underachieving
Let's take the students at the bottom that have become bored with math and give them a fun opportunity to catch up to their peers! Using the new interactive whiteboard by SMART, I plan on delivering differentiated dynamic lessons to my small g
Teaching with Technology
Fifty percent of the students in 7th and 8th grade in the Marlborough Public Schools are underachieving in Mathematics on statewide assessments. The objective of this grant is to increase student achievement by increasing the use of technology in our math classroom
Closing the Gap and Raising the Bar
Measurement and number sense are two key concepts in math that are currently problem areas for two separate groups of students: our IEP students making one year of progress but still below proficient and our higher achieving students in the proficient
Motivating with Mobi
Approximately one-third of the students at Lake Jackson Intermediate School are at risk. Motivation is a key factor in helping these students become successful. This proposal capitalizes on student interest in technology to provide engaging and motivating activities. T
Reaching the Invisibles
To create an RTI, Tier II class that provides individualized student lessons to promote retaining Number Sense, Computation and Geometry concepts for students who are one or more grade levels behind their peers. I am requesting computers, math manipulatives,