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Award Abstract #0831835

Nebraska Math

Division Of Research On Learning
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Initial Amendment Date: September 23, 2008
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Latest Amendment Date: January 12, 2015
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Award Number: 0831835
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Award Instrument: Continuing grant
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Program Manager: John Haddock
DRL Division Of Research On Learning
EHR Direct For Education and Human Resources
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Start Date: January 1, 2009
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End Date: December 31, 2015 (Estimated)
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Awarded Amount to Date: $9,235,407.00
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Investigator(s): Ruth Heaton rheaton1@unl.edu (Principal Investigator)
W. J. 'Jim' Lewis (Former Principal Investigator)
Jadi Miller (Co-Principal Investigator)
Wendy Smith (Co-Principal Investigator)
Carolyn Edwards (Co-Principal Investigator)
Barbara Jacobson (Former Co-Principal Investigator)
Ira Papick (Former Co-Principal Investigator)
Ruth Heaton (Former Co-Principal Investigator)
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Sponsor: University of Nebraska-Lincoln
2200 Vine St, 151 Whittier
Lincoln, NE 68503-1435 (402)472-3171
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Program Reference Code(s): 1792, 9177, 9178, SMET
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Program Element Code(s): 1792


NEBRASKA MATH is to improve achievement for all students and narrow achievement gaps among at-risk populations by focusing on three key transition points along the mathematics continuum: the mathematics education of children in transition from kindergarten through early primary to grade 3; the algebra transition from middle to high school and the transition of new secondary math teachers from certification to the classroom.

The project is focused on four strategies; (i) Developing an active and mature partnership (sustained through state dollars after the end of NSF funding) by linking mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators and early childhood educators to improve mathematics education statewide; (ii) Strengthening the mathematical and pedagogical knowledge for teaching of participating teachers and their professional interactions with other teachers in their schools, while improving their attitudes to the teaching and learning of mathematics; (iii) Improving students' competence, beliefs and attitudes about mathematics, their appreciation of the importance of sustained effort, and their knowledge of mathematics; and (iv)) Contributing to the research in mathematics education through a mixed methods research design studying K-3 teacher's knowledge, attitudes, and leadership in relation to student disposition and achievement.

A goal of the project is to create a model partnership, both on the University of Nebraska-Lincoln (UNL) campus and nationally, where faculty in an academic discipline (in this case mathematics) and faculty in education work with teachers and administrators from the K-12 education community, sharing expertise and resources in pursuit of a world class mathematics education system. NEBRASKA MATH partners the University of Nebraska-Lincoln with four school districts and 15 Educational Service Units (ESUs), in rural Nebraska, which provide support to 63 additional school districts. The intent is to form a permanent K-16 mathematics partnership that is sustained primarily by local dollars. Over the five years the project is to impact 900 teachers (750 at the elementary level and 150 at the secondary level) and approximately 60,000 students.


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Smith, W. M., Graupner, S., Hayek, L. M., & Welker, J. L.. "Essential elements for building community: The New Teacher Network," Monograph: Mathematics Teacher Retention, 2012, p. 124.

Petit Cunningham, E., Smith, W. M., & Yang, Y.. "Exploring the impact of professional development on K-3 teachers‚?? practices and their students‚?? understanding," Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2012.

Smith, W. M., Lewis, W. J., & Heaton, R. M.. "Ensuring mathematics learning in rural schools through investments in teacher knowledge," Great Plains Research, v.23, 2013, p. 185.

Heaton, R. M., & Smith, W. M.. "Developing effective mathematics teachers through National Science Foundation funded Math and Science Partnership grants.," The Mathematics Enthusiast, v.10, 2013, p. 509.

Larson, M. R., & Smith, W. M.. "Distributed leadership, professional development, and district coherence: Improving primary students' mathematics achievement," Journal of Mathematics Education at Teachers College, v.4, 2013, p. 26.

Fleharty, H. L., & Pope-Edwards, C.. "Family school partnerships: Promoting family participation in K-3 teacher professional development," Mathematics Teacher Educator, v.2, 2013, p. 1.

Ding, M., & Carlson, M. A.. "Elementary teachers? learning to construct high-quality mathematics lesson plans: A use of the IES recommendations," Elementary School Journal, v.113, 2013, p. 359.

Hopkins, M., Spillane, J. P., Millerd, P., & Heaton, R. M.. "Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership," The Elementary School Journal, 2013.

Heaton, R. M., & Smith, W. M.. "Developing effective mathematics teachers through National Science Foundation funded Math and Science Partnership grants," The Mathematics Enthusiast, v.10, 2013, p. 509.

Fleharty, H. L., Pope-Edwards, C.. "Family school partnerships: Promoting family participation in K-3 teacher professional development," Mathematics Teacher Educator, v.2, 2013, p. 1.

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