Developing 21st Century Inclusive- and Mathematical Literacy-Driven Middle School and High School Mathematics Teachers: SJSU’s Mathematics Integrated Teacher Preparation Program

培养 21 世纪包容性和数学素养驱动的初中和高中数学教师：SJSU 数学综合教师准备计划

• 批准号: 2151134
• 负责人: Ferdinand Rivera
• 金额: $ 120万
• 依托单位: San Jose State University Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151134&HistoricalAwards=false
• 关键词: Developing; 21st; Century; Inclusive; Mathematical

The project aims to serve the national need of preparing high-quality mathematics teachers who have the knowledge and skills to improve mathematical outcomes for all middle and high school students. Current approaches to preparing prospective secondary mathematics teachers, such as building an equity mindset, implementing culturally relevant pedagogy, and developing academic literacy are typically pursued in silos. This project aims to transform a traditional teacher credential program into a subject matter-driven integrated program in which prospective mathematics teachers simultaneously undertake mathematics content and mathematics specific pedagogy while also learning evidence-based intervention strategies both for typically developing students and students with mild to moderate disabilities. This approach has the potential to revolutionize mathematics teaching and learning in high-need urban schools. Considering the reported number of students who do not meet standards in mathematics, especially students from culturally and linguistically diverse backgrounds and with disabilities, this project's innovative approach to mathematics teacher preparation is critical to disrupting the status quo. This project will support 30 mathematics majors over a period of five years who will develop, implement, and refine integrated instructional practices as they complete a B.A. in Mathematics with a minor in special education and a single subject credential in mathematics. This project at San Jose State University includes partnerships with East Side Union High School District and Campbell Union School District. Three goals guide this project. First, the project will produce 30 new secondary mathematics teachers over five years with deep integrated instructional skills to serve the needs of all students. Second, the project will establish a STEM content-driven and integrated-by-design teacher preparation program. Third, the investigators will identify integrated strategies and examine outcomes of these strategies for effectively implementing mathematical literacy-driven instructional practices using culturally-relevant and social-justice oriented performance tasks. The underlying theoretical framework for organizing prospective mathematics teacher learning incorporates a formative-assessment design teaching cycle process along with the research-derived Pathway to Equitable Math Instruction resource guide and toolkit for supporting all learners. The project will advance knowledge of how to prepare 21st century secondary mathematics teachers who possess the mindset, skills, and knowledge to create and support high-impact mathematical literacy-driven instruction and learning in inclusive mathematics classrooms. Formative evaluation including surveys and interviews will provide ongoing feedback for continuous improvement in the following areas: how well the project attracts participants; how well prospective mathematics teachers are prepared for the work of teaching in high need schools; and how well the project is able to retain beginning teachers in high-need schools. The project team, Advisory Board, and external evaluation team will generate summative assessments, gauge success, identify concerns, and provide recommendations for implementing timely change. 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 to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM mentor teachers in high-need school districts. It also supports research on the 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要准备高质量的数学老师，这些数学教师具有知识和技能，以改善所有中学生的数学成果。当前准备预期的二级数学教师的方法，例如建立公平心态，实施与文化相关的教学法以及发展学术素养的方法，通常在孤岛中追求。该项目旨在将传统的教师证书计划转变为主题驱动的综合计划，在该计划中，准数学教师同时进行数学内容和数学特定的教学法，同时还学习基于证据的干预策略，以发展基于循证的干预策略，并针对有轻度至中度障碍的学生发展。这种方法有可能在高需求的城市学校中彻底改变数学教学。考虑到不符合数学标准的学生人数，尤其是来自文化和语言上不同背景和残疾的学生，该项目对数学教师准备的创新方法对于破坏现状至关重要。该项目将在五年内支持30名数学专业的专业，他们将在完成B.A.时开发，实施和完善综合教学实践。在特殊教育方面的数学学历和数学学历的单一主题。圣何塞州立大学的该项目包括与东区联合高中区和坎贝尔联合学区的合作伙伴关系。三个目标指导这个项目。首先，该项目将在五年内生产30个新的二级数学教师，并具有深厚的综合教学能力，以满足所有学生的需求。其次，该项目将建立一个由STEM内容驱动的和集成的按设计教师准备计划。第三，研究人员将确定综合策略，并研究这些策略的结果，以使用与文化相关和面向社会司法的绩效任务有效地实施数学素养驱动的教学实践。组织前瞻性数学教师学习的基本理论框架结合了形成性评估设计教学周期过程，以及研究衍生的公平数学教学资源指南和工具包的途径，以支持所有学习者。该项目将促进有关如何准备21世纪二级数学教师的知识，这些数学教师拥有思维方式，技能和知识，以创建和支持高影响力的数学素养驱动的指导和在包容性数学课堂上的学习。包括调查和访谈在内的形成性评估将提供持续的反馈，以持续改进以下领域：该项目如何吸引参与者；潜在的数学教师为高需求学校的教学工作做好准备；以及该项目能够保留高需求学校的初学教师。项目团队，顾问委员会和外部评估团队将产生总结性评估，衡量成功，确定问题并提供及时更改的建议。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本科专业的专业，以成为有效的K-12 STEM老师，并经验丰富的K-12老师成为高需求学区的STEM导师老师。它还支持有关K-12 STEM教师在高需求学区的保留和有效性的研究。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的影响评估标准通过评估来支持的。