The National Science Foundation recently awarded TEAM-Math (Transforming East Alabama Mathematics) — a partnership of 12 school districts, and Auburn and Tuskegee universities — a $9 million grant as a part of the Foundation's Math and Science Partnership.

"TEAM-Math and the Math and Science Partnership have the potential to create substantial lasting changes in mathematics education in East Alabama, and to serve as a model for other areas of the nation facing similar challenges," said James Hamos, program director for the Math and Science Partnership.

The Math and Science Partnership program is a major research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. NSF received 187 proposals for the program of which seven were fully funded indicating it is an "extremely competitive program," Homas said.

The primary goal of TEAM-Math is to improve K-12 student achievement, including narrowing the gap in achievement for students who traditionally do not do well in mathematics.

"Students in East Alabama are not performing as well in mathematics as we would like," said Gary Martin, TEAM-Math project director and an associate professor in Auburn University's College of Education. "Our project is taking a comprehensive approach to improving student achievement. Teachers are the key to positive change, but they need the support of school administrators, parents and the community."

In addition, the project seeks to increase the supply of qualified teachers; develop mathematics teacher leadership; increase administrators' understanding of mathematics goals and priorities; re-design the preparation of teachers; align district curriculum, instructional materials and assessment practices; and improve parental and community understanding of mathematics education.

Michele Matin, an eighth-grade math teacher at Opelika Middle School and a TEAM-Math district leader, said she is excited about the program because it is the answer to many of the problems within math education.

"Students are not motivated to learn mathematics because many times it appears as though it is not relevant to their world," Matin said. "I have been teaching for 20 years, and I am just now learning the importance of mathematical conversation between teachers and students. One of the most important questions in my classroom is — 'Can you justify your answer?'"

The project is currently focusing on curriculum alignment and the development of teacher leaders. Extensive professional development will begin during summer 2004. Throughout the next four summers, all teachers who teach mathematics will have an opportunity to participate. Marilyn E. Strutchens, an associate professor in the College of Education at Auburn University and a member of the TEAM-Math leadership team, said professional development will focus on expanding the teachers' mathematical knowledge, as well as their range of instructional tools, so they can increase the learning of all students.

"Working to implement TEAM-Math objectives into the school systems will not take place overnight," Strutchens said. "We are building our program on successful models used elsewhere. Other projects have found that change does not happen quickly. We're in this for the long haul." 

John Painter, superintendent of Lee County Schools and a member of the TEAM-Math leadership team, sees the project as a potential solution to many of the problems that local districts and schools are facing.

"Our goal for the project is to be problem-solvers," Painter said. "Our districts are under tremendous pressure to improve student achievement, and mathematics is often the weak spot."

Of particular importance to Painter is the collaborative spirit in which the work is taking place. "It's not often that you find 12 school districts really working together to find the common ground that leads to real improvement," he said. "What makes the partnership even stronger is the alliance we have formed with faculty members from Auburn and Tuskegee."