Greater Birmingham Mathematics Partnership Phase II Research

大伯明翰数学合作伙伴第二期研究

• 批准号: 0928665
• 负责人: John Mayer
• 金额: $ 210万
• 依托单位: University of Alabama at Birmingham
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928665&HistoricalAwards=false
• 关键词: Greater; Birmingham; Mathematics; Partnership; Phase

The Greater Birmingham Mathematics Partnership: Phase II (GBMP-2) project is a Partnership among the University of Alabama at Birmingham, as the lead institution, Birmingham-Southern College, and seven core Partner school systems: Fairfield City Schools, Homewood City Schools, Hoover City Schools, Jefferson County Schools, Shelby County Schools, Tarrant City Schools, and Trussville City Schools. The Mathematics Education Collaborative serves as a supporting Partner. This Phase II effort builds upon successes and lessons learned in the Phase I GBMP targeted work. The focus of GBMP-2 is on bringing to scale the implementation of inquiry-based instruction to produce significant improvement in student achievement. Teachers participate in professional development that deepens mathematics content and pedagogical knowledge and improves mathematical dispositions. GBMP-2's intent is to demonstrate that the gains in student achievement shown in Phase I in high implementing grade levels can be brought to scale in participating schools in grades 6-8. The end result of this Phase II work is statistically significant improved student achievement in classrooms of teachers of mathematics who create an inquiry-based learning environment that supports learning challenging mathematics.GBMP-2 seeks to establish "replicability and generalizability" in relation to research questions associated with student achievement and with bringing implementation to scale. The research design investigates the following questions: How does the achievement of students in classrooms with a high level of implementation of inquiry-based instruction compare with the achievement of students in classrooms with a moderate or low level of implementation of inquiry-based instruction? To what degree does exposure to a high level of implementation of inquiry-based instruction reduce discrepancies in disaggregated student achievement data? To what degree does active participation in professional learning communities that focus on the implementation of inquiry-based pedagogy and aligned assessment affect instruction and assessment in the classroom? To what degree does a support structure that includes an inquiry-based curriculum and the support of administrators, colleagues, and parents affect the extent and depth of implementation of inquiry-based instruction within a middle school? What conditions are necessary to bring implementation of inquiry-based instruction to scale across middle schools with diverse demographic variables?The GBMP-2 model for bringing the inquiry-based teaching and learning to scale engages teachers, principals, superintendents, parents, and university STEM and education faculty all in support of middle grades learners. Teachers of middle grades mathematics in participating schools take two, nine-day summer courses in mathematics in addition to those taken in Phase I, from a list of seven challenging, inquiry-based mathematics content courses. They actively participate in school-based professional learning communities focused on implementing inquiry-based pedagogy and aligned assessment. Principals of participating schools attend administrator sessions in support of creating instructional environments that foster learning rigorous mathematics by all students. Partner district superintendents provide inquiry-based curriculum and access to student achievement data. Parents are involved in Community Mathematics Nights to promote understanding and support of their learners through five audience-participation sessions. Mathematicians and mathematics educators participate in the courses as students and as instructors and revise university mathematics courses to employ the GBMP definition of challenging courses and curriculum, which is a focus on: big mathematical ideas; inquiry and reflection; oral and written communication; and developing productive disposition.

大伯明翰数学合作伙伴关系：第二阶段（GBMP-2）项目是阿拉巴马大学伯明翰大学的合作伙伴关系，作为主要机构，伯明翰 - 南方学院和七个核心合作伙伴学校系统：Fairfield City Schools：Homewood City Schools，Homewood City Schools，Homewood City Schools，胡佛市学校，杰斐逊县学校，谢尔比县学校，塔兰特市学校和特鲁斯维尔市学校。 数学教育合作是支持合作伙伴。 II阶段的努力基于在I阶段GBMP的目标工作中获得的成功和经验教训。 GBMP-2的重点是扩展基于查询的指导的实施，以显着改善学生的成就。 教师参与了加深数学内容和教学知识的专业发展，并改善了数学性格。 GBMP-2的目的是证明，在6 - 8年级的参与学校中，可以将I阶段I阶段的学生成绩的收益扩展。这项第二阶段工作的最终结果是在数学教师的教室中取得了统计学意义的提高，他们创建了一个基于询问的学习环境，该学习环境支持学习挑战数学。GBMP-2旨在建立与研究问题有关的“可复制性和概括性”与学生的成绩以及实施实施相关。 研究设计调查了以下问题：在课堂上，基于询问的教学的实施程度与基于询问的教室的成就相比，课堂上的学生的成就如何？ 高度实施基于查询的教学的程度会在多大程度上减少分类的学生成就数据的差异？积极参与专业学习社区的积极参与，重点是实施基于查询的教学法和一致评估会影响课堂上的指导和评估？ 支持结构包括基于询问的课程以及管理人员，同事和父母的支持会影响中学中基于询问的教学的程度和深度的支持？ 将基于询问的教学的实施实施到具有不同人口统计学变量的中学之间的规模规模？和教育教师都支持中级学习者。 参与学校中的中级数学教师除了在第一阶段中获得的九天夏季课程，还从七个具有挑战性的，基于探究的数学内容课程的列表中列出了数学的九天。 他们积极参与以学校专业的学习社区的身份，专注于实施基于询问的教学法和一致评估。 参与学校的校长参加管理员会议，以支持创建教学环境，从而促进所有学生的严格数学学习。 合作伙伴区负责人提供基于查询的课程并访问学生成就数据。 父母参与了社区数学之夜，以通过五次观众参与会议来促进对学习者的理解和支持。 数学家和数学教育工作者以学生和教练和修改大学数学课程的方式参加课程，以使用GBMP的定义，对具有挑战性的课程和课程，这是对：大型数学思想的重点；询问和反思；口头和书面交流；并发展生产性倾向。