Pre-K–8 Preservice Teacher Action Research Grants
"The project is to study the impact of iPads have on math journaling in a first grade classroom and the applications that preservice teachers will gain through this research process. This project will equip first grade students with 21 st century technology and learning skills to become effective digital global citizens. Finally, preservice teachers will have the opportunity to gain valuable mathematical and technology skills in the context of a real-world first grade setting."~ Mandi J. Wicks, 2012-13 Awardee
"The project is to study the impact of iPads have on math journaling in a first grade classroom and the applications that preservice teachers will gain through this research process. This project will equip first grade students with 21 st century technology and learning skills to become effective digital global citizens. Finally, preservice teachers will have the opportunity to gain valuable mathematical and technology skills in the context of a real-world first grade setting."
~ Mandi J. Wicks, 2012-13 Awardee
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 provide financial support for action research conducted as a collaborative by university faculty, preservice teacher(s), and classroom teacher(s) seeking to improve their understanding of mathematics in Pre-K-8 classroom(s). For 2019-2020 a grant up to a maximum of $3,000 will be awarded.
Primary emphasis will be placed on collaboration by a team of researchers consisting of university, elementary/middle school teachers, and preservice teachers from the undergraduate ranks. The action research should be designed, implemented, and completed with a focus on enhancing the teaching and/or learning of mathematics in Grades Pre-K-8.
Proposals must address the following: rationale for the research project, the expected impact on teaching/learning in the school setting, and anticipated improvements in preservice student learning. Grant funds should be used to support project expenses to plan and carry out the action research.
The primary applicant must be a current (on or before April 19, 2019) Essential or Premium member or must teach at a school with a current (on or before April 19, 2019) NCTM Pre-K-8 school membership . The primary applicant may be either a teacher in the Pre-K-8 classroom, a mathematics coach assigned to work with the classroom(s) where the research will be conducted, or a university mathematics educator. The participating preservice teacher(s) must be in an initial licensure/certification program at the undergraduate level and, at some point during the term of the grant, must be engaged in some form of practicum experience or student teaching.
No individual 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. The action research is to be conducted between June 1, 2019, and August 31, 2020.
IInterested applicants are invited to submit a proposal. The online application will be open on November 15th, 2019. Prior year cover form, scoring rubric and grant information are included on this web page to assist in planning for your application.No Indirect Costs.
Note: This grant is awarded to an individual. 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 or program expenses.
View the scoring rubric. This rubric is used by reviewers to rate proposals and determine which proposals will be selected for funding.Proposal Requirements
I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number or, for PreK-8, school's membership number for lead applicant.
❏ Must be signed.II. Proposal (Five pages maximum)
❏ Describe the design of the action research, including sources of information about teaching and/or learning and methodology to be used to collect the information.
❏ Must be a collaboration by a university faculty, preservice teacher(s), and classroom teacher(s).
❏ Must provide a rationale for the research project, including its relevance to the teaching/learning of mathematics in Grades PreK-8.
❏ Provide a timeline for the project with details for actions.
❏ Indicate the number of students involved and class level.
❏ Identify the project's expected impact on the university, preservice teachers and classroom teachers.
❏ Describe how completing the proposed action research will help inform the university, the school. district, and the preservice teacher(s) to improve teaching and impact students' learning.III. Budget (Two pages maximum; table format)
❏ No Indirect Costs.
❏ Include itemized budget, presented in line-item table format.
❏ If the total budget for a proposed project is greater than the grant maximum, indicate clearly what the grant funds will cover and what additional funding sources might be available to complete the total budget.
❏ Be specific and justify line items. (Funds may be used to support project expenses to plan and carry out the action research, for example, books, supplies, and other expenses related to achieving the goals of the project.)IV. Background and Experience
❏ One-page maximum, outline format preferred.
❏ For the applicant provide the formal education: institution, type of degree, major, minor, date each degree was granted.
❏ For other partners list relevant school experience, teaching assignments, and other pertinent information.
❏ Include preservice student demographics.V. Letter of Support from Principal
❏ One-page maximum.
❏ Must be on official school stationery and signed by the principal.
❏ Indicate strong support for the proposal and willingness to host action research.Final Report Requirements
❏ Include in the proposal an agreement to provide a final report.
❏ Submit a final report (not to exceed five double-spaced pages).
❏ Submit a draft of an article about the action research findings to be submitted for publication and the name of the place(s) submitted.
❏ Two-thirds of the approved budget, not to exceed $2,000 will be paid, if justification is submitted and approved, at the beginning of the project. The remainder of the grant 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.
Jennifer Bay-Williams, University of Louisville, Kentucky collaborating with Molly Hall, University of Louisville/Wilkerson Elementary School, Louisville, Kentucky and Alison Anderson, Wilkerson Elementary School, Louisville, Kentucky
T.I.M.E. for Interviewing
A Program for Success: Integrating Math Talk and Coding Activities with Preschool Children
With increased attention to coding technologies designed for young learners, there has never been a more optimal time to integrate developmentally appropriate learning and teaching prac
Role of representations in the initial fraction learning by fifth-grade students
Fractions are an essential foundational skill for future mathematics success (NMAP, 2008). Fraction concepts are an intrigued area of number sense that many elementary and middle school students have been
Diagnostic Interviews: Analyses of Rising 4th-Graders' Fraction Understanding and Development of Pre-Service Teachers' Higher-Order Questioning Skills
A review of literature supports a lack of fractions understanding by children and the lack of use of higher-order questioning skills in th
"1, 2, 3…Math iJournals for Me!"
The purpose of this proposal is to study the impact iPads have on math journaling in a first grade classroom and the applications that preservice teachers will gain through this research process. Approximately 20 first graders will use iPads for math journa