Connecting Mathematics Teacher Education to Real World Contexts: Attracting and Retaining Diverse Mathematics Teachers

将数学教师教育与现实世界联系起来：吸引和留住多元化的数学教师

• 批准号: 2050547
• 负责人: Tariq Akmal
• 金额: $ 111.89万
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050547&HistoricalAwards=false
• 关键词: Connecting; Mathematics; Teacher; Education; Real

This project aims to serve the national need of increasing the ability of mathematics teachers from diverse communities to teach effectively in high-need school districts. Research demonstrates that traditional teacher preparation programs continue to fall short in recruitment, preparation, and retention of secondary mathematics teacher candidates from communities that have not historically been well represented in the teaching profession. The project seeks to prepare graduates to enact culturally responsive teaching practices and to showcase mathematics as a human activity that can be applied to address issues of equity and social justice, such as income inequality, climate change, and racism. The project seeks to increase the diversity and number of secondary mathematics teachers who adopt human perspectives and practices to meet the needs of learners in high-need schools.This project at Washington State University includes partnerships between the Colleges of Arts & Sciences and Education, two campuses (Pullman and Vancouver), two regional Educational Service Districts (ESDs), Washington State Mathematics Fellows as virtual mentors, and mentor teachers from nine high-need local school districts. Project goals include: (1) recruiting 24 undergraduate mathematics majors over three years to pursue teacher certification; and (2) preparing mathematics teachers who will persist in teaching and can effectively meet the needs of students in high-need school districts. The project features both an undergraduate (Pullman campus) and a graduate (Vancouver campus) pathway. Grounded in theoretical perspectives of mathematics and mathematics teaching as humanizing activities, project activities will promote asset-based perspectives of students, mathematics learning environments that intellectually challenge all students and foster positive mathematical identities, and the use of mathematics to connect to the community and to promote social justice. Institutional data, edTPA scores, surveys regarding critical thinking and diversity preparedness, course artifacts, and focus group interviews will to be used to generate understanding of how programs can inspire prospective mathematics teachers to embody core humanizing principles. Broadly, the project hopes to serve as a model for humanizing mathematics teacher preparation as it promotes policies and narratives in mathematics and mathematics teaching that serve the needs of individuals from backgrounds underrepresented in STEM fields. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家需求，以提高来自不同社区的数学教师在高需求学区有效教授的能力。研究表明，传统的教师准备计划在招募，准备和保留二级数学教师候选人中的招聘，准备和保留在教学专业中并没有很好地代表的社区中。该项目旨在为毕业生做好准备，以制定文化反应迅速的教学实践，并将数学作为人类活动，可用于解决公平和社会正义问题，例如收入不平等，气候变化和种族主义。该项目旨在增加采用人类观点和实践以满足高需求学校学习者需求的二级数学教师的多样性和数量。华盛顿州立大学的这项项目包括艺术与科学与科学和教育学院之间的伙伴关系，包括两个校园（Pullman and Vancouver），两位教育师，是多个州教师，是在华盛顿州的两位教师，是多种教育师，属于华盛顿州的征服，占多数。九个高需求的当地学区。项目目标包括：（1）在三年内招募24名本科数学专业专业以寻求教师认证； （2）准备数学老师，他们将坚持教学，并可以有效地满足高需求学区的学生的需求。该项目既有本科生（铂尔曼校园）和毕业生（温哥华校园）途径。项目活动基于数学和数学教学的理论观点，将促进基于资产的学生的观点，数学学习环境，这些学习环境在智力上挑战所有学生并促进积极的数学身份，以及使用数学来使用数学来连接与社区并促进社会正义。机构数据，EDTPA分数，有关批判性思维和多样性准备，课程伪像和焦点小组访谈的调查将用于对计划如何激发潜在的数学教师体现核心人性化原则的理解。从广义上讲，该项目希望作为人性化数学教师准备的模型，因为它促进了数学和数学教学中的政策和叙事，这些政策和叙事满足了STEM领域中代表性不足的个人的需求。这首歌1：奖学金和津贴项目得到了罗伯特·诺伊斯教师奖学金计划（NOYCE）的支持。 NOYCE计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12老师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，认为值得通过评估来支持。