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培养高素质数学教师的需求，这些教师拥有提高所有中学生数学成绩的知识和技能。当前培养未来中学数学教师的方法，例如建立公平心态、实施文化相关的教学法以及培养学术素养，通常都是各自为政。该项目旨在将传统的教师证书课程转变为主题驱动的综合课程，其中未来的数学教师同时承担数学内容和数学特定教学法，同时还学习针对典型发展学生和轻度至中度学生的循证干预策略残疾。这种方法有可能彻底改变高需求城市学校的数学教学。考虑到据报道不符合数学标准的学生数量，特别是来自文化和语言不同背景的残疾学生，该项目的数学教师准备创新方法对于打破现状至关重要。该项目将在五年内支持 30 个数学专业的学生，​​他们将在完成学士学位后开发、实施和完善综合教学实践。数学学士学位，辅修特殊教育和数学单科证书。圣何塞州立大学的这个项目包括与东区联合高中学区和坎贝尔联合学区的合作伙伴关系。该项目由三个目标指导。首先，该项目将在五年内培养 30 名新的中学数学教师，他们具有深厚的综合教学技能，以满足所有学生的需求。其次，该项目将建立一个以STEM内容为驱动、一体化设计的教师培训计划。第三，研究人员将确定综合策略并检查这些策略的结果，以使用文化相关和社会正义导向的绩效任务有效实施数学素养驱动的教学实践。组织未来数学教师学习的基本理论框架包含形成性评估设计教学周期过程以及研究得出的公平数学教学资源指南和工具包，以支持所有学习者。该项目将增进人们对如何培养 21 世纪中学数学教师的了解，这些教师拥有思维、技能和知识，能够在包容性数学课堂中创造和支持高影响力的数学素养驱动的教学和学习。包括调查和访谈在内的形成性评估将为以下领域的持续改进提供持续的反馈：项目吸引参与者的程度；未来的数学教师为高需求学校的教学工作做好了多少准备；以及该项目在高需求学校留住新教师的能力如何。项目团队、顾问委员会和外部评估团队将进行总结性评估、衡量成功、确定问题并提供及时实施变革的建议。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业成为高效的 K-12 STEM 教师，并支持经验丰富、模范的 K-12 教师成为高需求学区的 STEM 导师教师。它还支持有关高需求学区 K-12 STEM 教师的保留和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。