Program of Mathematics Study & Active Professionalism Grants

  • Deadline: May 01, 2020

    Program of Mathematics Study & Active Professionalism Grants

    Supported by the Lola J. May - Shirley M. Frye Fund
    Grades: PreK-5, 6-8

    "My mathematical understanding continues to grow and deepen along with my pedagogy and ability to deliver professional development to my peers. The high quality of the knowledge I can attain and put into practice in such a short time would not happen without this masters program and your generosity." 

    ~ Beth Brady, 2016-18 Awardee

    Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) suggests that creating effective classrooms and learning environments in every school and district will take leaders committed to support sustained professional development that engages teachers in continual growth of their mathematical knowledge for teaching, pedagogical content knowledge, and knowledge of students as learners of mathematics (p. 114).

    The purpose of this grant is to provide financial support for teachers seeking to improve their understanding and appreciation of mathematics by completing course work in school mathematics content and pedagogy working toward an advanced degree, and taking an active professional approach toward teaching mathematics. The proposal may outline a study plan for a one-year, a two-year, or a three-year program. The plan may take several forms, such as a multi-year sequence of summer(s) and evening course work, institutes, graduate programs in mathematics education, or leaves of absence.  For 2019-2020, a program grant with a maximum total of $24,000 will be awarded to a person currently teaching mathematics for at least 3 years, and teaching at least 50% of the time in classroom(s) at the grades Pre-K-6 level. 

    Proposals must address the rationale for the coursework and professional activity, and the expected impact on teaching and student learning. The grant will advance funds to cover tuition, books, and other direct costs. The balance of the funds will be issued as a stipend upon submission of receipts and of an official transcript that demonstrates successful completion of the proposed mathematics course work. The intent of the balance of the grant is to provide funds so that the grantee can have the time to concentrate on this course work and professional activity. The grant may reimburse professional dues, conference attendance, childcare and such expenses pertinent to the proposed program. 

    The applicant must be a current (on or before April 19, 2019) Essential or Premium members of NCTM or must teach at a school with a current (on or before April 19, 2019) NCTM Pre-K-8 school membership . The applicant must be presently teaching mathematics in grades Pre-K-6 and intend to continue teaching in the next school year. 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. 

    Interested teachers  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 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 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 Pre-K-8, school's membership number.
    ❏ Must be signed.

    II. Proposal (Five pages maximum)
    ❏ Provide a detailed rationale of the relevance of the mathematics content to be studied as it relates to the teaching of mathematics in grades Pre-K-6.
    ❏ Address rationale for how professional activity connects to the applicant's classroom teaching of mathematics and enhances the plan of study.
    ❏ Describe the course(s) you plan to take.  Course content should relate to school mathematics and be appropriate for the applicants teaching level.  Include institution name, institution location, full course title and catalog description and number of credits for each course.
    ❏ Include an unofficial transcript(s) of undergraduate and graduate mathematics coursework already completed.

    ❏ Describe the expected impact on teaching and student 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 for tuition, books, supplies and other expenses related to achieving the goals of the proposal.)
    ❏ Outline how balance of the grant (limit 50% of total request per year) will be used to cover other expenses, such as professional dues, conference attendance, childcare and such expenses pertinent to the proposed program.

    IV. Background and Experience
    ❏ One-page maximum, outline format preferred.
    ❏ Formal education: institution, type of degree, major, minor, date each degree was granted.
    ❏ Must have been teaching mathematics for at least 3 years.
    ❏ 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 and plans to teach next year.
    ❏ Indicate strong support for the proposal and the applicant's ability to accomplish it.

    VI. Superintendents Letter of Support (Necessary only for a leave of absence)
    ❏ Letter from superintendent must indicate that any leave of absence will be supported with continuance of district medical coverage for the applicant.

    Reports and Continuation Requirements
    ❏ The awardee will be required to submit a brief report (two to three double-spaced pages) and an itemized report of expenses.
    ❏ Tuition, books and other direct costs will be paid at the beginning of the plan each year.
    ❏ The remainder of the grant each year on submission of verified expenses, including receipts.
    ❏ Multi-year grants are subject to a progress assessment on a yearly basis.

    The Mathematics Education Trust was established by the National Council of Teachers of Mathematics.


    Shayna Kalnitsky Exponential Growth, Compounding Interest and Infinite Rate of Return: Impactful Math Intervention and Coaching in a small rural Vermont Elementary School How many times would you have to fold a piece of paper, whose thickness is but a mere .001cm, in half in order to reach the moon?  Most

    Carrie DeNote Equity and Empowerment in Elementary Mathematics The objective of this grant is to obtain an advanced degree in mathematics education in order to better serve students, teachers and community members.  The coursework will provide the latest research and best practices in mathematics educatio


    Johanna Leslie Wilbur Helping Math Make Sense for Every Student As a child, I never had a math teacher who encouraged me to ask “why” things worked the way they did.  I only fell in love with mathematics through my training as an educator and my ensuing work with children, when I began to understand math


    Beth W. Brady Transforming Elementary Mathematics Teaching My proposal is to become better equipped to be an instrumental part in transforming elementary mathematics teaching in my district by leading professional development. I have a very good understanding of the math that I teach, but I want to streng


    Kristin Peters Deepening Mathematics Understanding for Elementary Teachers With the support of an NCTM Grant for Mathematics Study I plan to complete courses in the Deepening Mathematics Understanding for Teachers program at Portland State University.  Upon completion I will demonstrate having met the sta


    Helen M. Spruill Using Language Development to Support Mathematical Understanding As we strive to achieve the goals of the current standards and mathematical practices, there is an increasing expectation that students are able to fluently speak the "language of mathematics" in order to explain their reas


    Sarah L. Sirois Play and Language Acquisition: Fundamental to the Development  of Mathematical Thinking in Children In today's technologically focused society, it is important not to dismiss the value of play in child development. It is often said that play is the work of children. This notion is especia


    Erika E. Beagle Getting to the Core of Meaningful Mathematics Instruction The proposal, Getting to Core of Meaningful Mathematics Instruction, seeks to improve math proficiency and understanding across Pre-K-6 grade levels and student demographics, through advance Mathematics Study and Active Professional


    Rebecca Chynsky Enhancing Mathematics Learning and Understanding through Problem Solving As an elementary school teacher, I believe fostering strong math skills in students builds confidence and helps position them for success in school and as lifelong learners. I returned to graduate study in Mathematics

    Jenifer Gail Martin Improving Mathematics Education through Professional and Educated Leadership  The objective of this grant is to achieve an advanced degree and become a professional development facilitator for teaching mathematics grades K-8. The coursework will provide research on student learning, w


    Robin Lynn Kinman Deepening Conceptual Understanding: A Win-Win for My Community & Me Previously, I accepted not understanding upper-grade math, relying on formulas and algorithms I didn't fully understand because it wasn't part of my official curriculum. Now I see how my superficial understanding is