REU Site: PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students

REU 网站：PATHWAYS - 让有抱负的教师做好假设帮助年轻学生的方法的准备

基本信息

批准号：
1356001
负责人：
Randall Groth
金额：
$ 26.06万
依托单位：
Salisbury University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2014
资助国家：
美国
起止时间：
2014-04-15 至 2018-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1356001&HistoricalAwards=false
关键词：
REU Site PATHWAYS Preparing Aspiring

项目摘要

PATHWAYS has two primary objectives: (1) To develop mathematics teachers who approach classrooms with a researcher's mindset, making instructional decisions based on empirical data; (2) To engage aspiring mathematics teachers in systematic formal mathematics education research, thereby providing foundations for participation in mathematics education graduate programs. This REU site involves undergraduates in the design and testing of instructional sessions for K-12 students where each summer, eight undergraduates from Salisbury University (SU), University of Maryland Eastern Shore, and Wor-Wic Community College work in pairs under the guidance of SU faculty mentors. Each pair meets with a group of four K-12 students once per week to give summer mathematics instructional sessions. SU faculty mentors help undergraduates analyze the instructional effectiveness of each session. Each week's analysis sets the mathematical learning goals and instructional methods for the next week. Undergraduates submit weekly reports describing K-12 students' learning and a cumulative report describing the trajectory of K-12 students' learning under the instructional interventions they designed. The cumulative reports help test, extend, and refine current mathematics education research on learning trajectories.Various qualitative data sources used during this project's duration include transcripts of participants' conversations about assigned readings and their scores on online training modules content assessments, video recordings of diagnostic interviews with K-12 students as well as all teaching sessions, and undergraduates' weekly and final summary reports on the progress of the K-12 students. The Undergraduate Research Student Self-Assessment (URSSA) is used at the end of the intensive summer experience to quantitatively analyze the impact of PATHWAYS on undergraduates' development as researchers. Opinion surveys are administered to PATHWAYS undergraduates, the K-12 students they instruct, and the parents of K-12 students to ascertain perceived strengths and weaknesses of the program. The long-term impact of the project is assessed through follow-up surveys inquiring about the graduation status and career goals of those who have completed the PATHWAYS experience.PATHWAYS reaches multiple communities. The structured manner in which undergraduates work with K-12 students provides experience with formal mathematics education research to encourage future graduate study. The project provides the field of mathematics education student-level data to both support and challenge existing published learning progressions. PATHWAYS serves the local community by providing summer mathematics instruction for children in grades K-12. Project findings aim to provide a more robust understanding of how teachers may help develop children's mathematical thinking under the Common Core State Standards and their dissemination by undergraduates and their SU mentors via conferences and peer-reviewed publications reaches the community of scholars at large.

途径有两个主要目标：（1）发展数学教师，他们以研究人员的思维方式接近教室，并根据经验数据做出教学决定；（2）让有抱负的数学教师参与系统的正式数学教育研究，从而为参加数学教育研究生课程提供基础。这个REU网站涉及在K-12学生的教学课程的设计和测试中，每个夏天，索尔兹伯里大学（SU）的八名本科生，马里兰州东部海岸大学以及在Sucultiulty导师的指导下成对的Wor-wit-wic Community College工作。每对每周一次与四个K-12学生会面，以进行夏季数学教学课程。 SU教师导师有助于分析每个课程的教学效果。每个星期的分析设定了下周的数学学习目标和教学方法。本科生提交了每周的报告，描述了K-12学生的学习和一份累积报告，描述了K-12学生在他们设计的教学干预下学习的轨迹。 The cumulative reports help test, extend, and refine current mathematics education research on learning trajectories.Various qualitative data sources used during this project's duration include transcripts of participants' conversations about assigned readings and their scores on online training modules content assessments, video recordings of diagnostic interviews with K-12 students as well as all teaching sessions, and undergraduates' weekly and final summary reports on the progress of the K-12 students. 本科生的学生自我评估（URSSA）在夏季强化经验结束时使用，以定量分析途径对本科生作为研究人员的发展的影响。对本科生，他们指导的K-12学生和K-12学生的父母进行了舆论调查，以确定该计划的长处和劣势。该项目的长期影响是通过随访调查来评估的，以询问已经完成了途径体验的人的毕业地位和职业目标。路径可以到达多个社区。本科生与K-12学生一起工作的结构化方式提供了正式数学教育研究的经验，以鼓励未来的研究生学习。该项目提供了数学教育的学生级数据领域，以支持和挑战现有的已发表学习进度。途径通过为K-12年级的儿童提供夏季数学教学来为当地社区提供服务。项目的发现旨在对教师如何通过会议和同行评审的出版物在普通核心国家标准和他们的苏指导中传播他们如何帮助发展儿童的数学思维的理解，从而发展儿童的数学思维。