Flanagan Innovation in Mathematics Education Grant
The Virginia Council of Teachers of Mathematics is offering Virginia mathematics educators a one-year grant worth up to $5000. This grant is designed to support educators who wish to create a meaningful, innovative project that enhances some aspect of the K-12 mathematics curriculum.
Dr. Stuart Flanagan, Professor Emeritus at the College of William and Mary and first president of the Virginia Council of Teachers of Mathematics, has generously provided funds for the grant. A life-long educator, Dr. Flanagan recognizes the importance of teacher-designed projects that meet the needs of their own students. This grant allows a teacher, or team of teachers, to design and create student-centered units, lessons, activities, etc. that utilize resources not usually available to classroom teachers.
VCTM is proud to offer and administer this award. One grant will be awarded annually in an amount up to $5000 to a proposal that meets the selection criteria. Proposals should reflect creative, meaningful ideas to enhance the teaching and learning of mathematics. The goal of the Flanagan Innovation in Mathematics Education Grant is to make a positive difference in student achievement and motivation toward mathematics.
Priority consideration will be given to clear and logical proposals which:
Grant application must be received no later than January 7, 2022.
Award decisions will be made by February 18, 2022, and the grant recipient(s) will be recognized at the 2022 VCTM Conference.
The primary applicant must be a current member of VCTM as of January 7, 2022.
Congratulations to our Past Winners!
2019 Flanagan Grant Recipients:
2018 Flanagan Grant Recipient: Jay Bradley
“Project MAP (Mathematics through Active Participation)”
Jay Bradley, Holmes Middle School, Fairfax County Public Schools
Project MAP (Mathematics through Active Participation) is a year-long course which integrates the six content strands of middle school mathematics with an ongoing, out-of-school, and immersive experience in hands-on STEM learning. MAP is designed for middle school students currently enrolled in a double-block intervention program. The main goal of Project MAP is to attend to factors, along with achievement, which influence student success in mathematics – student identity, interest, and agency. Research has shown that mathematics intervention programs that do not attend to issues of identity, interest and agency are unlikely to be successful. Project MAP works with a unique, interactive museum in the Washington, D.C. metro area along with STEM majors from the local university to provide students opportunities to cultivate their mathematical identities, learn from community-based role models, and develop the persistence needed to pursue advanced mathematics coursework.