Math for America Boston Inc

“A committee of the board of directors reviews the form 990. The financial data on form 990 is reconciled to the financial information on the internal financial statements. The non-financial information such as questions concerning governance, policies and tax compliance are reviewed to ensure that they are accurately answered.”

“The organization requires officers, directors, and key workers to disclose annually interests that could give rise to conflicts. Disclosures are reviewed by an appointed director and are presented to the board of directors annually.”

“All governing documents available for inspection by the public at the organization's office during normal business hours.”

“Professional development : program service expenses 12,169. Management and general expenses 0. Fundraising expenses 0. Total expenses 12,169.”

“Four key distinguishing features of mfa-boston: 1) mfa-boston focuses on the inability of teachers to teach mathematics if they have little training in, and understanding of, mathematics. So, mfa-boston recruits graduates with strong backgrounds in mathematics and requires fellows to take graduate courses in mathematics, as well as in the teaching of mathematics. This results in teachers with deep mathematical understanding which translates into greater student understanding; 2) all mfa-boston fellows participate in the rigorous promys for teachers (pft) program: a full-time six-week summer immersion in mathematical problem solving followed by up to five school-year workshops run by the award-winning mfa-boston partner edc, to help teachers translate the mathematical insights of pft into improved student learning in the classroom; 3) mfa-boston creates a rare and mutually respectful environment in which classroom teachers and professional mathematicians work together to improve student learning; and 4) all mfa-boston fellows commit to at least four years of teaching in high needs boston area public schools. The mfa-boston master teacher program retains excellent teachers in boston area classrooms by providing exceptional practicing mathematics teachers with scholarships for advanced courses, professional development, leadership training, and salary supplements over four years. Expert facilitators run 15 hours of mathematical practice seminars (mps). Master teachers develop teaching materials, mentor early career teachers, share best practices, and design and lead workshops. They also engage in local and national leadership and acquire a respected voice in their profession. Master teachers earn their stipends and stay in the classroom. Today 85% of math for america fellows are still teaching after five years, compared to a national average among mathematics teachers of only about 50%. Mfa-boston teaching fellows receive scholarships for a masters degree in education (leading to teacher licensure), along with first year living expense stipends and salary supplements during their first four years of teaching in high needs boston area public schools. Mfa-boston provides professional development which includes multiple classroom-based practicums and inquiry-based mathematical experiences, customized workshops and seminars integrating content and classroom practice, and one-on-one mentoring by experienced teachers of mathematics (not the customary mentoring which is often by teachers of another subject). Promys for teachers (pft) was founded by mfa-boston director glenn stevens in 1992. Pft places mathematical exploration and rigorous mathematical problem solving at the center of the learning of mathematics. A fundamental belief of pft is that mathematical learning results from learners grappling with challenging material, so participants in pft tackle daunting mathematical problems in a collaborative and supportive environment of fellow teachers and professional mathematicians. Pft is by far the hardest graduate course in mathematics most of the participants have ever taken. The experience teaches teachers a great deal about mathematics and about learning. In countries where students are more successful at mathematics, teachers tend not to hand students the answers. But in the u.s. Teachers tend to "help" students by not letting them struggle with challenging material. Survey responses from mfa-boston fellows indicate that, as a result of pft, they now more often resist simply giving students answers, encourage students to persevere longer in trying to solve challenging problems, and more often ask students to articulate their mathematical thinking. Problems mfa-boston works to address: - too few of boston area public high school students are proficient in math. - too many high school math teachers have weak mathematical skills which limits how well they can teach math. - too few high school math teachers enjoy math which often tra”