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：
1658968
负责人：
Randall Groth
金额：
$ 28.79万
依托单位：
Salisbury University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-05-01 至 2023-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1658968&HistoricalAwards=false
关键词：
REU Site PATHWAYS Preparing Aspiring

项目摘要

The country is in need of more skilled mathematics teachers and mathematics education researchers. This project, PATHWAYS, will address this need and provide undergraduate students from teacher preparation programs with a structured experience in which they teach small groups of children and explore the impact of their instruction on the children's mathematical learning. The undergraduate students will benefit from intensive, systematic reflection on their instructional practices, and the children involved will benefit from the opportunity to participate in lessons that transcend the boundaries of conventional mathematics instruction in the United States. Salisbury University will host eight undergraduate students for 10 weeks during the summer to do mathematics education research regarding how students effectively learn mathematics in the K-12 setting. The overarching goals of PATHWAYS are to help undergraduate students develop formative assessment techniques vital to becoming accomplished teachers and to motivate graduate study in mathematics education. Undergraduate students will work in pairs, mentored by faculty, and each pair will pose mathematics tasks to groups of four children during weekly instructional sessions. The sessions will be video recorded and children's written work will be retained. Each undergraduate pair will collaboratively analyze data from each session. Each week's data analysis will determine the mathematical learning goals and instructional methods for the next week. Undergraduate students will submit weekly reports describing children's learning and cumulative case study reports describing the path of the children's learning under the instructional sequences they designed. PATHWAYS will provide a model of how undergraduate research can help develop the human resources needed to support the conduct of mathematics education research. This Research Experiences for Undergraduates (REU) project is funded by NSF's Robert Noyce Teacher Scholarship (Noyce) and EHR Core Research (ECR) programs in recognition of its alignment with the teacher preparation goals of the Noyce program and the fundamental research goals of the ECR program.

该国需要更熟练的数学教师和数学教育研究人员。这个项目，Pathways将满足这一需求，并为教师准备课程提供的本科生提供结构化的经验，在这些经验中，他们教一小群孩子，并探索他们的教学对孩子数学学习的影响。本科生将受益于对其教学实践的深入，系统的反思，而参与的孩子将受益于参加超越美国传统数学教学界限的课程。索尔兹伯里大学（Salisbury University）将在夏季主持八名本科生10周，以进行数学教育研究，以了解学生如何在K-12环境中有效学习数学。途径的总体目标是帮助本科生开发出对成为有成就的教师和激励数学教育研究生学习至关重要的形成性评估技术。本科生将成对工作，由教职员工指导，每对每周的教学课程将对四个孩子组成数学任务。会议将记录下来，并保留儿童的书面作品。每个本科生将协作分析每个会话的数据。每个星期的数据分析将确定下周的数学学习目标和教学方法。本科生将提交每周的报告，描述儿童的学习和累积案例研究报告，描述他们设计的教学序列中儿童学习的路径。途径将提供一个模型，说明本科研究如何帮助发展数学教育研究所需的人力资源。本科生（REU）项目的这一研究经验由NSF的Robert Noyce教师奖学金（NOYCE）和EHR Core Research（ECR）计划资助，以表彰其与Noyce计划的教师准备目标以及ECR计划的基本研究目标的一致性。