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PMET built an
infrastructure of regional networks to help initiate,
support and coordinate efforts at individual institutions to improve
the mathematical education of teachers. The regions were centered in
five
states: New York, North Carolina, Ohio,
Nebraska and California. This focus helped develop a critical
mass
of activities in a given area for maximum impact.
1. Support faculty efforts either in
mini-grants or growing out of participation in workshops.
2. Bring together mathematical sciences faculty interested in teacher
education at different institutions to maximize the visibility of their
combined efforts and to build a critical mass of energy and enthusiasm
among participants to grapple collectively with the daunting challenges
of providing high-quality mathematical education for teachers.
Each network had two PMET Regional Directors who
served as members of the PMET Management Council that was responsible
for implementation and management of PMET. The regional directors
reviewed mini-grant applications from their regions and, as members of
the Management Council, helped to make final decisions about mini-grant
awards. They oversaw the mini-grant program in their region,
visiting each mini-grant institution once a year. Regional directors
also suggested workshop topics and potential workshop leaders. |
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REGIONAL NETWORKS
