Collaborative Research: Algebra Instruction at Community Colleges: Validating Measures of Quality Instruction

合作研究：社区学院的代数教学：验证质量教学的措施

• 批准号: 2000566
• 负责人: Mary Beisiegel
• 金额: $ 12.45万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000566&HistoricalAwards=false
• 关键词: Collaborative; Research; Algebra; Instruction; Community

This STEM Learning and Learning Environments project seeks to advance understanding of algebra education at community colleges. It will build on prior work to explore further the relationship between the quality of instruction in college algebra classes and teachers’ mathematical knowledge for teaching. This “knowledge for teaching” is the mathematical understanding that teachers need in order to be effective teachers of mathematics. For example, this knowledge enables teachers to explore and diagnose why students are struggling with a mathematical concept and provide targeted help. Despite its critical role in US higher education, instruction at community colleges is a neglected sector of instructional capacity in the United States. To advance mathematics education research related to the first two years of college, this project will develop the Mathematical Knowledge for Teaching Community College Algebra assessment. This assessment will identify the specialized knowledge that teachers need for teaching community college algebra in a way that supports student growth in thinking about fundamental mathematical concepts. The project will also advance previous work by refining the Evaluating the Quality of Instruction of Post-secondary Mathematics instrument, which assesses characteristics of high-quality instruction in community college algebra courses. These efforts will enhance the research tools available for studying post-secondary teaching at community colleges, specifically in College Algebra. Since college algebra is often a gateway course to STEM degrees, this project has the potential to improve the recruitment into and success of students in STEM fields and, thus, support STEM workforce development. The project involves four primary institutions: University of Michigan, University of Minnesota, Maricopa Community College District, and Oregon State University. The primary goals of the proposed research are to: (1) develop, pilot, field test, validate, and disseminate the Mathematical Knowledge for Teaching Community College Algebra assessment; (2) refine items in the Evaluating the Quality of Instruction of Post-secondary Mathematics video-coding instrument to address aspects of instruction that support diversity, equity, and inclusion in mathematics classrooms; and (3) theoretically and empirically explore the connection between the constructs that underlie both instruments. The project will use a mixed methods design that involves qualitative analysis of artifacts, item development, and psychometric testing, with the input of community college faculty in all the phases of the study, including integrating community college faculty as research associates, and thus building capacity for future research collaborations. At the conclusion of this project, two instruments will be available to support multiple efforts to advance the quality of instruction in postsecondary settings and the professional development of instructors. This project is supported by the EHR Core Research program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个STEM学习和学习环境项目旨在提高对社区大学代数教育的了解。它将以先前的工作为基础，以进一步探索大学代数课程的教学质量与教师的教学数学知识之间的关系。这种“教学知识”是教师需要成为数学教师需要的数学理解。例如，这些知识使教师能够探索和诊断为什么学生在数学概念上挣扎并提供有针对性的帮助。尽管在美国高等教育中起着至关重要的作用，但在社区大学的教学是美国教学能力的一个被忽视的领域。为了推进与大学前两年有关的数学教育研究，该项目将开发教学社区学院代数评估的数学知识。这项评估将确定教师对社区学院代数的教学的专业知识，以支持学生成长思考基本数学概念的方式。该项目还将通过完善评估专上数学工具的教学质量来提高以前的工作，该工具评估了社区学院代数课程中高质量教学的特征。这些努力将增强可用于研究社区大学（特别是在大学代数）的大专教学的研究工具。由于学院代数通常是茎学位的门户课程，因此该项目有可能改善学生在STEM领域的招聘和成功，从而支持STEM劳动力发展。该项目涉及四个主要机构：密歇根大学，明尼苏达大学，马里科帕社区学院区和俄勒冈州立大学。拟议研究的主要目标是：（1）开发，试点，现场测试，验证和传播教学社区学院代数评估的数学知识； （2）在评估大专数学编码工具的教学质量中，完善项目，以解决支持多样性，公平和包含在数学课堂中的教学方面； （3）理论和经验探讨了这两种工具的构造之间的联系。该项目将使用一种混合方法设计，其中涉及对工件，项目开发和心理测试的定性分析，并在研究的所有阶段都投入了社区学院教职员工，包括将社区学院的教职员工纳入研究协会，从而为未来的研究合作提供了能力。该项目结束时，将可以使用两种工具来支持多项努力，以提高上学后环境中的教学质量和讲师的专业发展。该项目得到了EHR核心研究计划的支持，该计划支持为STEM学习和学习环境，扩大STEM的参与以及STEM劳动力发展的基础研究的工作。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的审查标准来通过评估来通过评估来支持的。

项目成果

Understanding the characteristics of mathematical knowledge for teaching algebra in high schools and community colleges

了解高中和社区大学代数教学的数学知识特点

• DOI: 10.1080/0020739x.2021.2006348
• 发表时间: 2021
• 期刊: International Journal of Mathematical Education in Science and Technology
• 影响因子: 0.9
• 作者: Ko, Inah;Mesa, Vilma;Duranczyk, Irene;Herbst, Patricio;Kohli, Nidhi;Ström, April;Watkins, Laura
• 通讯作者: Watkins, Laura