Pre-K-6 Classroom Research Grants
Supported by the
Edward G. Begle
Fund and NCTM
"This pilot project will partner a gifted coordinator for mathematics and three, 5th grade classroom teachers [each with three gifted and talented classroom students & a student teacher] to promote classroom instruction for gifted students that focuses on critical/creative thinking and problem solving and permit students to progress at their own rate."~ Diane Smith, Mt. Blue Regional School District, Farmington, Maine, with Margaret Griswold, University of Maine, Farmington, Maine, 2013-14 Awardees
"This pilot project will partner a gifted coordinator for mathematics and three, 5th grade classroom teachers [each with three gifted and talented classroom students & a student teacher] to promote classroom instruction for gifted students that focuses on critical/creative thinking and problem solving and permit students to progress at their own rate."
~ Diane Smith, Mt. Blue Regional School District, Farmington, Maine, with Margaret Griswold, University of Maine, Farmington, Maine, 2013-14 Awardees
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 2020-21, grants with a maximum of $6,000 each will be awarded to mathematics educators or classroom teachers* currently teaching mathematics at the grades Pre-K-6 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 Pre-K-6 classroom teachers. The proposal may include, but is not restricted to, research on the following topics:
• Curriculum development and implementation
• Involvement of at-risk students or students from diverse backgrounds and experiences.
• 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 primary applicant must be either (1) a college or university mathematics educator who is a Essential or Premium member of NCTM (on or before October 12, 2019) or (2) a teacher (a) with a Essential or Premium member of NCTM (on or before October 12, 2019) or (b) who teaches at a school having a current (on or before October 12, 2019) 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, 2020 and May 31, 2022.
Interested persons are invited to submit a proposal. The 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%). The proposal (as one PDF document) is to be submitted electronically to email@example.com by The deadline date. No mailed or faxed copies will be accepted. Duplicate or revised applications will not be considered. Lack of an applicant's signature will automatically disqualify the proposal. No indirect costs.
View the scoring rubric. This rubric is used by reviewers to rate proposals and determine which proposals will be selected for funding.
I. Proposal Cover Form (Microsoft Word)
❏ Complete all requested information.
❏ Must include NCTM member number or, for Pre-K-8, school's membership number.
❏ Must be signed.II. Proposal (Five pages maximum)Project Overview
❏ Must be a collaboration between college or university mathematics educator and one or more Pre-K-6 classroom teacher(s).Project Description (Four pages or Less)
❏ Include project title
❏ 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 and a projected timeline for completion of the project.
❏ Describe the data collection and analysis methods to be used.
❏ Include a summary of related research literature.Outcome
❏ Explain the hypotheses and how you expect to assess the project's outcomes.
❏ Address the anticipated impact on students' learning.III. Budget (Two pages maximum; table format)
❏ No Indirect Costs.
❏ Include an 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.
❏ Funds may be used for any reasonable project expenses, including stipends for participating researchers and collaborating teachers, is well justified.
❏ Acquisition of equipment and conference attendance must support the proposed plan but not be the primary focus of the grant.
❏ Major technology needs should be covered by funds from other sources.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 of cooperating school.
❏ 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 Collaborating Partner
❏ One-page maximum.
❏ Must be on official school stationery and signed.
❏ Confirm collaborative commitment to the project.Final Report Requirements
❏ Awardees will be required to submit a brief report (two to three 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.
❏ A draft article suitable for submission to Mathematics Teacher Educator, the Journal for Research in Mathematics Education or other NCTM school journal could be part of the final report.
The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.
Investigating Second-Grade, Urban Students' Development of Number Sense of Fractions
Arthur B. Powell, Rutgers University-Newark, collaborating with Kendall Ali, Newark Public Schools, Newark, New Jersey
Knowledge of rational numbers is essential for mathematical achievement (Siegler, T
Teacher-Driven and Technology Mediated: Using Social Media to Support and Sustain Professional Learning Communities in Mathematics Professional Development
Patricia Ann Dickenson, National University, San Jose, California collaborating with Judith L. Montgomery, University of Calif
Exploring the Effects of Equity-based Public Teaching in Mathematics
Not all students have access to mathematics teaching that promotes understanding and sense making. This is particularly true for students from historically marginalized communities. At the same time, teachers of mathematic
Navigating Ratios and Proportions in a Project-Based Learning Environment
Maggie Lee McHugh, La Crosse Design Institute, La Crosse, Wisconsin, collaborating with Jennifer J. Kosiak, University of Wisconsin-La Crosse
This research study focuses on how students learn to apply ratio and p
Play with numbers from daily life: Number sense gaining progression of diverse young learners (3-5 years old) and facilitating strategies
Haiping Hao, Texas A&M University, College Station, Texas collaborating with Mary Margaret Capraro, Texas A&M University, College Station, Texas; K
Customizing Learning for Gifted and Talented Students in Mathematics: Pilot Project Grade 5
Diane Smith collaborating with Margaret Griswold, University of Maine, Farmington, Maine
This pilot project will partner a gifted coordinator for mathematics and three, 5th grade classroom teac
Creating a Classroom of Future Problem Solvers with the Touch of the Promethean World
Debbie J. Short collaborating with Prisca R. Moore, Carthage College, Kenosha, Wisconsin
The purpose of this study is to examine the impact of a technology-enhanced math problem-solving program a