Advancing Teachers of Mathematics to Advance Learning for All

促进数学教师促进全民学习

• 批准号: 1660809
• 负责人: Mark Ellis
• 金额: $ 283.4万
• 依托单位: CSU Fullerton Auxiliary Services Corporation
• 依托单位国家: 美国
• 项目类别: Continuing 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=1660809&HistoricalAwards=false
• 关键词: Advancing; Teachers; Mathematics; Advance; Learning

Advancing Teachers of Mathematics to Advance Learning for All (ATMALA) will serve the national interest in strengthening mathematics teaching and learning for underserved students and communities in urban areas in and near Orange County in southern California. The primary focus of the project will be at the middle school and early high school level, a pivotal time during which students' self-concepts about and interest in pursuing mathematics are crystallized. To this end, through funding from Track 3: Master Teacher Fellowships of the Robert Noyce Teacher Scholarship program, ATMALA will create a cadre of 20 Master Teaching Fellows. The project's Master Teaching Fellows will be teacher-leaders in high impact districts serving a significant population of English language learners, who will not only model effective instructional practice but will also support their peers in learning to do so. ATMALA will offer a model for supporting instructional shifts in schools where students historically have had less access to deep mathematics learning. The Master Teaching Fellows will become experts in their use of culturally responsive mathematics teaching (CRMT)- an approach that values students' cultural assets and focuses on authentic and relevant mathematical experiences - and the eight Mathematics Teaching Practices (MTPs) identified by the National Council of Teachers of Mathematics. As a result, they will become leaders in their districts who support current and future colleagues in their use of CRMT and the MTPs. To accomplish these goals, each Master Teaching Fellow will: (1) work to earn National Board Certification; (2) demonstrate competency in using CRMT and the MTPs; (3) support colleagues' professional growth by creating and facilitating engagement with microcredential modules, each focused on a well-defined skill related to CRMT and the MTPs; and (4) support future teachers as cooperating teachers.Project ATMALA is a collaboration between California State University, Fullerton (CSUF), the Anaheim Union High School District, and National Board for Professional Teaching Standards (non-profit organization). This Track 3 project supporting 20 carefully selected and prepared Master Teaching Fellows will build on the success of CSU Fullerton's Mathematics Teaching and Master Teaching Fellows project (NSF Award #1035315, 2010-2016) and Transforming Academic and Cultural Identidad through Bilteracy project (NSF Award #1321339, 2013-2016). The implementation of project ATMALA will result in a model of teacher-led professional development in high impact districts built around National Board Certification, principles of culturally responsive teaching, research-based mathematics teaching practices, and microcredential modules that promote competency-based teacher development. Project activities will be documented and evaluated in formative and summative reports. Qualitative and quantitative methods will be used to identify evidence-based outcomes related to teacher practices including examining students' perceptions of the mathematics learning environment in their classrooms. ATMALA leaders and participants will produce substantive dissemination works, including national presentations, refereed journal articles, and microcredential modules made widely available through collaboration with CSUF's University Extended Education.

推进数学教师来推进所有人（ATMALA）的学习，这将有助于为加强南加州奥兰治县市区及其附近城市地区的学生和社区加强数学教学和学习的国家兴趣。 该项目的主要重点将是中学和高中早期，这是一个关键时期，在此期间，学生对追求数学的自我概念和兴趣得到了结晶。 为此，通过曲目3的资金：罗伯特·诺伊斯（Robert Noyce）教师奖学金计划的硕士教师奖学金，Atmala将创建一个由20个大师教学研究员组成的干部。该项目的主要教学研究员将成为为大量英语学习者提供高影响力地区的教师领导者，他们不仅会为有效的教学实践建模，而且还将支持他们的同龄人学习这样做。 Atmala将提供一个模型，用于支持学校历史上较少获得深入数学学习的学校的教学转变。大师教学研究员将成为他们使用文化响应式数学教学（CRMT）的专家 - 这种方法重视学生的文化资产，并专注于真实且相关的数学经验 - 八种数学教学实践（MTPS），由国民数学教师委员会确定。结果，他们将成为他们所在地区的领导者，他们支持当前和未来的同事使用CRMT和MTP。为了实现这些目标，每个硕士教学研究员都将：（1）努力获得国家董事会认证； （2）证明了使用CRMT和MTP的能力； （3）通过创建和促进与微还款模块的参与来支持同事的专业成长，每个模块都集中在与CRMT和MTPS相关的明确的技能上； （4）支持未来的教师作为合作教师。项目ATMALA是加利福尼亚州立大学，富勒顿（CSUF），Anaheim Union高中区和国家专业教学标准委员会（非营利组织）之间的合作。该轨道3项目支持20个精心挑选和准备好的主教教学研究员将基于CSU Fullerton的数学教学和主教教学研究员项目的成功（NSF奖＃1035315，2010-2016），并通过截言和文化识别（NSF＃1321339，2013，2013，2013-2016）进行了学术和文化识别。 ATMALA项目的实施将导致在围绕国家董事会认证，文化响应式教学，基于研究的数学教学实践和小额信贷模块围绕国家董事会认证的高影响区中的教师领导的专业发展模型，这些模型促进了基于能力的教师发展。项目活动将在形成性和总结性报告中进行记录和评估。定性和定量方法将用于确定与教师实践有关的基于证据的结果，包括检查学生对课堂上数学学习环境的看法。 Atmala的领导人和参与者将通过与CSUF的大学扩展教育合作，开展实质性传播作品，包括国家演讲，审查期刊文章和微记录模块。

项目成果

Working Together to Rehumanize Math

共同努力使数学重新人性化

• DOI: 10.5951/mtlt.2021.0286
• 发表时间: 2022
• 期刊: Mathematics Teacher: Learning and Teaching PK-12
• 作者: Ormseth, T.;Chaudry, A.;Knight, L.;Min, S.
• 通讯作者: Min, S.