MATH: EAGER: Collaborative Research: Implementing a Peer-Mentorship Model for Mathematics Graduate Student Instructors

数学：EAGER：协作研究：为数学研究生导师实施同伴指导模式

• 批准号: 1544342
• 负责人: Kimberly Rogers
• 金额: $ 16.67万
• 依托单位: Bowling Green State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544342&HistoricalAwards=false
• 关键词: MATH; EAGER; Collaborative; Research; Implementing; MATH; EAGER; Collaborative; Research; Implementing

Undergraduate mathematics teachers of the future are the mathematics graduate students of today. A significant number of these graduate students will have careers which will involve a combination of teaching, advising, and research, and/or will be working in business, government, or industry. In fact, evidence suggests that a significant percentage of mathematics Ph.D. students will spend a substantial portion of their professional careers teaching undergraduate students at community colleges, 4-year colleges, and universities. In turn, many teach foundational undergraduate mathematics courses while they are still graduate students. Although these graduate student instructors (GSIs) are positioned to have a significant impact on the quality of instruction and student learning for these courses, they often lack the background and specific training to teach effectively. Moreover, faculty members' teaching practices and beliefs usually are related to the strategies, skills, practices, and knowledge they learned and applied while they were GSIs. This project will affect GSIs' current teaching practices as well as their practices and beliefs as potential future faculty members. Specifically, investigators from Bowling Green State University and the University of South Carolina will collaborate to create and investigate a graduate student mentorship model that will: (1) allow experienced GSIs to mentor protégé GSIs; (2) create an environment where GSIs have a support structure to enhance their teaching and understanding of student learning; and (3) help experienced and novice mathematics GSIs to increase their pedagogical knowledge base, stimulate their appreciation of mathematics education, and improve their teaching skills as future faculty. A main goal of the project is to provide professional development (PD) for GSIs that includes training experienced GSIs for mentoring protégé GSIs about teaching and student learning. After participating in PD workshops, mentor GSIs will observe, advise, and collaborate with protégé GSIs to improve foundational mathematics course pedagogy by providing protégés with resources and specific feedback to incorporate more student-centered teaching techniques. The GSI mentor model will allow for a sustainable, pay-it-forward design, bridging education and mathematics departments. Transformative knowledge on how to educate GSIs about effective teaching strategies (e.g. student-centered instruction) will be discovered, researched, analyzed, and disseminated. In particular, investigations will be conducted and results will be disseminated using the Carnegie Foundation methodology of Network Improvement Community Research. Using this methodology, other educational institutions will be able to pinpoint specific techniques for addressing their GSIs' needs without necessarily replicating the entire design. This study will lead to guidelines to develop the next generation of mathematicians proficient at, and appreciative of, mathematics education, and better prepared to enter the workforce, especially in positions where undergraduate teaching is an important component of their responsibilities.

未来的本科数学老师是当今的数学研究生。这些研究生中有大量的职业将涉及教学，咨询和研究以及/或将在商业，政府或行业中工作。实际上，有证据表明，数学博士学位很大一部分。学生将在社区学院，四年制大学和大学中花费很大一部分职业职业。反过来，许多教学基础本科生的数学课程仍是研究生。尽管这些研究生讲师（GSIS）可以对这些课程的教学和学生学习质量产生重大影响，但它们通常缺乏有效教学的背景和特定培训。此外，教职员工的教学实践，并认为通常与他们在GSI时所学并应用的策略，技能，实践和知识有关。该项目将影响GSI当前的教学实践及其实践，并认为是潜在的未来教师。具体来说，鲍灵格林州立大学和南卡罗来纳大学的研究人员将合作创建和调查研究生心态模型，该模型将：（1）允许经验丰富的GSIS心态ProtégéGSIS； （2）创建一个环境，在该环境中，GSI具有支持结构，以增强他们对学生学习的教学和理解； （3）帮助经验丰富且新颖的数学GSI提高他们的教学知识基础，刺激他们对数学教育的欣赏，并提高他们作为未来教师的教学技巧。该项目的一个主要目标是为GSI提供专业发展（PD），其中包括培训经验丰富的GSI，以使ProtégéGSI为教学和学生学习进行心理化。参加PD研讨会后，Mentor GSIS将通过为Protégés提供资源和特定的反馈以融合以学生为中心的教学技术来观察，建议和合作，以改善基础数学课程教学法。 GSI导师模型将允许进行可持续的，付费的设计，桥接教育和数学部门。关于如何教育GSI有关有效教学策略（例如以学生为中心的指示）的变革性知识将被发现，研究，分析和传播。特别是，将使用Carnegie Foundation Comprivement Community Research进行调查，并将进行结果。使用这种方法，其他教育机构将能够指出特定的技术来满足其GSIS的需求，而无需复制整个设计。这项研究将提出指导方针，以发展下一代的数学家在数学教育中熟练并欣赏数学教育，并准备好进入劳动力，尤其是在本科教学是其职责中重要组成部分的职位。