Become a Mathematics Teacher and a Noyce Scholar
National Science Foundation - AZ Noyce Mathematics Teaching, Award No. 1557255
Project Leader: Cynthia Anhalt (PI)
Jennifer Eli, Rebecca McGraw, & Marta Civil (Co-PIs)
Michelle Higgins, Evaluation, Demetria Murray, Project Manager
The University of AZ Mathematics Department was awarded a Robert Noyce Award (2016-2021) from the National Science Foundation to increase the number of mathematics teachers graduating from the Secondary Mathematics Education Program (SMEP). AZ Noyce Mathematics Teaching offers a head-on response to the shortage of highly qualified mathematics teachers through multifaceted recruitment activities and by implementing a teacher preparation program that develops and strengthens prospective teachers’ abilities to work with diverse students across Arizona and the rest of the nation.
Apply for the AZ Noyce Program
Semester Internship (application) - Applications due May 10 (for fall semester) and December 1 (for spring semester)
Summer Algebra Academy Internship (application) - Deadline to apply: May 10Noyce Internships are provided for undergraduate students in STEM fields interested in participating in the AZ Noyce MaTh activities to consider becoming mathematics teachers. Undergraduates can apply for semester-long experiences in Tutoring at local middle or high schools, teaching in an After School Math Club, becoming a Math UTA (undergraduate teaching assistant) for a university mathematics course (MATH 100, 302A, 302B) or teaching in a summer internship in the UA Early Academic Outreach Algebra Academy. Internship stipends will be awarded for $1,250 per academic semester and $2,000 for summer. Send application to TeachMath@math.arizona.edu.
NOYCE $10,000 Scholarship (application) - Deadlines to apply: May 1 - August 1 (fall semester), December 1 (spring semester)
Noyce Scholarships are provided for undergraduate mathematics majors in the Secondary Mathematics Education Program in the junior and senior years. The AZ Noyce program focuses on the recruitment, development and support of mathematics majors in order to address the critical need for highly effective teachers in high-needs* schools. The Noyce Scholars must commit to teaching for 2 years in a high-needs school district for each year of scholarship support. This application requires a personal statement and two letters of recommendation. Send application to TeachMath@math.arizona.edu. Persons writing the letters of recommendation must send the letters directly to TeachMath@math.arizona.edu.
The term high-needs* schools as defined in section 201 of the Higher Education Act of 1965 (20 U.S.C. 1021) means a school district that serves an elementary or secondary school located in an area which is characterized by at least one of the following: (a) a high percentage of individuals from families with incomes below the poverty line; (b) a high percentage of secondary teachers not teaching in the content area in which they were trained; or (c) a high teacher turnover rate. Many school districts meet this criteria locally and across the country. See list for Title 1 AZ schools that meet this criteria.
AZ Noyce SEMINARS
Fall 2019, 4:00-5:30, ENR2-S-395
September 20 Understanding Gender and its Relationship to Developing Positive Maths Identities , Melissa Hosten, University of AZ, Department of Mathematics, Center for Recruitment and Retention (CRR)
October 18 Beyond Diversity/Multiculturalism: Becoming Equity Literate, Dr. Richard Orozco, University of AZ, College of Education
November 22 Nora Ramirez, TODOS: Mathematics for ALL, Executive Director
Spring 2020, 3:30-5:00 p.m., ENR2-S-395
January 31 Mathematics for Human Flourishing, Dr. Francis Su, Harvey Mudd University.
February 28 Rehumanizing Mathematics, Dr. Rochelle Gutierrez, University of Illinois, Urbana-Champaign. The Need to Rehumanize Mathematics
March 27 Cheryl S Gerken, AZPM | Arizona Public Media
April 17 The Mathematics of the Spread of Diseases, Dr. Kamuela Yong, University of Hawai'i-West O'ahu.
Fall 2018, 3:30-5:30, ENR2-S-395
September 28 Against All Odds: Creating A Culture of Inclusion and Equity in the Mathematics Classroom, Dr. Sandra Crespo, Michigan State University, Reading: Cultural Narratives and Status Hierarchies
October 26 A Diamond is a Diamond: The Core Five Components to Social Justice, Dr. Sherard Robbins
November 30 Culturally Responsive Mathematics Education: SPARKS in TUSD, Dr. Rodrigo Gutierrez, Department of Mathematics, Rebeka Denson, Omar Sotelo, Lorenzo Lopez and Norma Gonzalez, TUSD
Spring 2019, 3:30-5:30, ENR2-S-395
February 1 Constantly Connected, Carefully Curated: Using Digital Media for Critical Mathematical Inquiry, Dr. Lynette Guzmán, Department of Mathematics
March 29 Oh, What a Tangled Web we Weave: The Roller Coaster Ride that is Mathematics Identity, Dr. Maggie Hackett, Director of K-12 Mathematics and Science, Sunnyside Unified School District
April 12 Mathematical conversations with Mexican mothers: Why teachers should care, Fany Salazar, Department of Mathematics, Reading: Learning Mathematics with Adult Learners: Drawing from Parents' Perspectives
Fall 2017, 3:30-5:00 PM, ENR2-S-395
September 8 Culturally Relevant Pedagogy, Dr. Mark Ellis, CSU, Fullerton
October 6 Noyce Fellows - Summer Internships
November 3 Sheltered English Instruction: An Integrated Social Studies-Mathematics Task, Dr. Mary Carol Combs, Department of Teaching, Learning and Sociocultural Studies
December 1 Academic Mindsets, Melissa Hosten, Department of Mathematics
Spring 2018, 3:30-5:00 PM, ENR2-S-395
February 2 Identity and Narrative, Dr. Lynette Guzmán, Department of Mathematics
March 23 Developing Counter-narratives About Students Through Anti-deficit Teaching, Dr. Aditya Adiredja, Reading
April 20 Equity is about Maintaining a Positive Cultural Identity while Constructing a Mathematical Disposition, Dr. Roberta Hunter, Massey University, New Zealand, Reading
Fall 2016, 2:00-3:30 p.m., ENR2 S-395
September 16 Orientation (slides)
October 7 Funds of Knowledge, Dr. Marta Civil, Department of Mathematics
November 18 Sheltered English Instruction, Dr. Mary Carol Combs,
December 2 Noyce Fellows, Semester Experiences
Spring 2017, 3:30-5:00 p.m., ENR2 S-395
February 3 Complex Instruction, Dr. Marcy Wood, Department of Teaching, Learning and Sociocultural Studies
March 3 Equity & Mathematics Education, Melissa Hosten, Department of Mathematics (slides)
April 21 Noyce Fellows, Semester Experiences