7-12 Classroom Research Grants

  • Deadline: Nov 01, 2019

    7-12 Classroom Research Grants

    Supported by the   E. Glenadine Gibb Fund and NCTM
    Grades: 6-8, 9-12

    "Periodically throughout the second half of the year, the teacher guided students to create dynamic models that utilized sliders using Wolfram Mathematica, after which the teacher would formatively assess the students' understandings of the concept under investigation through the lens of the dynamic applet."

    ~Beth Bos, 2014-15 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 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 7-12 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 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom). 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

    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 a current (on or before October 12, 2019) Essential or Premium member of NCTM , if a 9-12 teacher, or one who teaches at a college or university. 7th or 8th grade teacher primary applicant may be  a current (on or before October 12, 2019) Essential or Premium member of NCTM or teach 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, 2021.

    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 by the deadline date. MET is moving to an online application platform for the WINTER Grant cycle.  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.  The platform will be available for application submission after June 15, 2019.

    View the scoring rubric. This rubric is used by reviewers to rate proposals and determine which proposals will be selected for funding.

    Proposal Requirements

    NOTE:   MET is moving to an online application platform for the WINTER Grant cycle.  The following proposal cover form is for reference only.   The platform will be available for application submission after June 1, 2019.

    I. Proposal Cover Form (Microsoft Word)
    ❏ Complete all requested information
    ❏ Must include NCTM member number or, for PreK-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 grade 7 through 12 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.

    ❏ 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 including funds requested from the Mathematics Education Trust and other sources of funds, if applicable.
        ❏ 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, which are 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.


    Ji-Won Son Infusing History into Mathematics Instruction Ji-Won Son, University at Buffalo-The State University of New York, collaborating with Winston Martey, Christian Central Academy: K-12 Christian College Preparatory School, Williamsville, New York History naturally provides us with ways of teachin


    Ji-Yeong I Implementing Mathematical Modeling with English Learners  Ji-Yeong I, Iowa State University, Ames, Iowa collaborating with Kaitlin Ogden, Meredith Middle School, Des Moines, Iowa The primary purpose of this collaborative project is to develop an effective mathematics curriculum in order to


    Patti J. Davis Three Sides of Pythagoras Patti J. Davis, East Richland Middle School, Olney, Illinois collaborating with Sherri A. Snider, Olney Central College, Olney, Illinois The purpose of this project is to determine if one instructional approach is more effective than another in increasing studen


    Beth Bos Conceptualizing Calculus with Mathematica Widgets Beth Bos collaborating with  Ryan Gertenbach, Wimberley High School, Wimberley, Texas The purpose of this grant is to support and encourage the study of calculus concepts using Wolfram Mathematica Widgets made by students to reinforce the


    Joel Craig Amidon Creating space for advancing progressive teaching of mathematics Joel Craig Amidon collaborating with Virginia Cornelius and Jenny Stubblefield, Lafayette High School, Oxford, Mississippi Mathematics teachers are under pressure. Students need mathematics to have access to academi


    Daniel Imaizumi Using Adaptive Software in Math Support Classes to Boost Achievement Daniel Imaizumi collaborating with Kristie Newton, Temple University, Philadelphia, Pennsylvania The primary goal of this project is to close the achievement gap, using a novel integrated technology approach. It i


    Carrie M. Fisher Visual Mathematics Dictionary and Phrases: Investigation on Mathematics Term Recall and Conceptual Understanding Carrie M. Fisher collaborating with Christopher A.N. Kurz, Rochester Institute of Technology Research has shown that deaf and hard-of-hearing (D/HH) students demonstra