Improving Students' Understanding of Geometry Grants
Supported by the
John and Stacey Wahl
"I sincerely thank the NCTM and MET for inspiring me, and more importantly, giving our students these rich learning opportunities."~ Lynn Olsen, 2016-17 Awardee
"I sincerely thank the NCTM and MET for inspiring me, and more importantly, giving our students these rich learning opportunities."
~ Lynn Olsen, 2016-17 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 (p. 115).
To this end, the purpose of this grant is to develop activities that will enable students to better appreciate and understand some aspect of geometry that is consistent with adopted standards. For 2020-21, grants with a maximum of $4,000 each will be awarded to persons currently teaching at the grades Pre-K-8 level. The project should include applications of geometry to, for example, art, literature, music, architecture, nature, or some other relevant area and may integrate the use of technology into the teaching of geometry. The activities may use published materials. Any published sources must be documented. Any acquisition of equipment or payment of personal stipends must be critical to the grant proposal. Proposals must address the following: geometry content, the appropriateness of the application, the link between the Geometry Standard and the project's activities, and the anticipated impact on students' learning.
The applicant must be a current (on or before October 12, 2019) Essential or Premium member of NCTM or teach at a school with 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. Project activities are to be completed between June 1, 2020, and May 31, 2021.
Interested teachers 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 firstname.lastname@example.org 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.
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. 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 PreK-8, school's membership number.
❏ Must be signed.
II. Proposal (two pages maximum)Plan
❏ Describe plan in detail addressing geometry content, application to relevant areas and appropriateness of applications. Indicate any initial work on the project, and connect your project with the adopted standards.
❏ Include applications of geometry to, for example, art, literature, music, architecture, nature, or some other relevant area and may integrate the use of technology into the teaching of geometry. The activities may use published materials. Any published sources must be documented.Outcome
❏ Explain anticipated impact on students' appreciation and achievement of Geometry concepts.
❏ Explain how you expect to assess the project's impact on students' appreciation and learning of Geometry.
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. Acquisition of equipment or payment of personal stipends must be critical to the grant proposal.
❏ 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.
❏ 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.Final Report Requirements
❏ Awardees will be required to share the results with colleagues by submitting a descriptive report, documenting the results of their project. The report should be at least two and not more than four double-spaced typewritten pages. The report must also contain an itemized report of expenses.
❏ Two-thirds of the approved budget, not to exceed $2,667, 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.
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