Using Constructive Mathematics Pathways to Advance Preservice Elementary Teachers’ Learning

利用建设性数学途径促进职前小学教师的学习

• 批准号: 2111549
• 负责人: Sasha Wang
• 金额: $ 199.99万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111549&HistoricalAwards=false
• 关键词: Using; Constructive; Mathematics; Pathways; Advance

This project aims to serve the national interest by improving mathematics content courses for preservice elementary teachers (PSETs) to advance their 21st Century workforce skills as future teachers. Through integrating an innovative ACE (Apply, Connect, Experience) model, this IUSE Engaged Student Learning Level 3 project will engage PSETs in (1) applying learned knowledge and skills to the practice of teaching; (2) connecting crosscutting concepts through STEM inquiries and practices; and (3) experiencing community-based experiential learning through facilitating STEM inquiries. This project will develop and implement the ACE model in mathematics courses at four institutions which is representative of a wide range of US institutions where advances in PSET preparation is needed. The ACE model will offer the experiences that link PSETs’ mathematics learning, civic engagement, and professional skills for teaching. This project will assess the impact of ACE mathematics courses on diverse PSETs, elementary school students, and undergraduate mathematics course instructors. New knowledge developed from the project will build research-based evidence regarding effective course design that empowers diverse PSETs in applying mathematics in STEM inquiries and developing pedagogical content knowledge in contexts. This project will engage more than 900 PSETs in STEM learning through implementing the ACE model into four PSET geometry and measurement courses across four institutions, Boise State University, Augusta University, University of Texas at San Antonio, and Kapi’olani Community College, all minority-serving institutions. These PSETs will interact and impact over 1800 diverse elementary school students attending afterschool programs. The implementation of the ACE model will produce six integrated-mathematics enhanced STEM modules and related co-curricular materials and build a sustainable community of practices for teacher educators to promote elementary STEM education. New knowledge developed from the project will build research-based evidence regarding effective course design in engaging PSET learning. Data collection will follow a mixed-methods approach while using online and paper surveys, focus groups, structured interviews, and collection of other documents. An important part of the research conducted throughout the project is the feedback loop of data, analysis, and updates and implementation. The findings will also help build a knowledge base for sustainable collaborations among STEM disciplinary experts, scientists, and STEM education practitioners to improve STEM instructional practices, and to bridge research, practice and learning. Additionally, this project will create sustainable capacities for STEM outreach programs via community engagement of PSETs to serve high-needs students in the local community. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's preservice teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在通过改进数学内容课程来为国家利益提供服务，以促进学前基础教师（PSET），以提高其21世纪的劳动力技能，成为未来的教师。通过整合创新的ACE（应用，连接，经验）模型，该IUSE敬业的学生学习级别3项目将在（1）将学习知识和技能应用于教学实践中； （2）通过STEM查询和实践连接横切概念； （3）通过开发STEM查询来体验基于社区的经验。该项目将在四个机构的数学课程中开发和实施ACE模型，这些机构代表了需要PSET准备进展的广泛机构。 ACE模型将提供链接Psets的数学学习，公民参与度和教学专业技能的经验。该项目将评估ACE数学课程对潜水员PSET，小学生和本科数学课程讲师的影响。该项目开发的新知识将建立有关有效课程设计的基于研究的证据，以使潜水员PSET能力在STEM查询中应用数学并在上下文中发展教学内容知识。该项目将通过将ACE模型实施到四个PSET几何形状和测量课程中，包括四个机构，博伊西州立大学，奥古斯塔大学，得克萨斯大学圣安东尼奥大学和卡皮·olani社区学院，包括所有少数派服务机构。这些PSET将互动并影响参加课时课程的1800多名潜水员小学生。 ACE模型的实施将产生六种综合数学数学增强的STEM模块和相关的上课堂材料，并为教师教育的可持续实践社区建立促进基础STEM教育的可持续实践社区。该项目开发的新知识将建立基于研究的证据，这些证据涉及参与PSET学习的有效课程设计。数据收集将遵循一种混合方法方法，同时使用在线和纸质调查，焦点小组，结构化访谈以及其他文档的收集。整个项目进行的研究的重要部分是数据，分析，更新和实施的反馈循环。这些发现还将有助于在STEM学科专家，科学家和STEM教育实践者中为可持续合作建立知识库，以改善STEM教学实践，并弥合研究，实践和学习。此外，该项目将通过社区参与PSET为当地社区中的高需求学生提供社区参与来为STEM外展计划创造可持续的能力。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。罗伯特·诺伊斯（Robert Noyce）教师奖学金（NOYCE）计划为此提供了共同资助：EHR项目旨在支持该项目的前教师准备目标，该项目与Noyce计划的目标非常一致。该奖项反映了NSF的法定使命，并通过基金会的知识优点和广泛的影响来评估NSF的法定任务，并被认为是宝贵的支持。