Collaborative Research: Exploring the Landscape of Rural Mathematics Education

合作研究：探索农村数学教育格局

• 批准号: 2246989
• 负责人: Julie Amador
• 金额: $ 118万
• 依托单位: Regents of the University of Idaho
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-12-01 至 2027-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2246989&HistoricalAwards=false
• 关键词: Collaborative; Research; Exploring; Landscape; Rural

The goal of the project is to understand the current conditions, challenges, and resources that pertain to mathematics education in rural areas in the United States. The project team will conduct a national survey of rural middle school mathematics educators and administrators with follow-up interviews to understand the current trends in instructional practices and curriculum materials, the resources in rural communities that support mathematics education, and the challenges faced by rural mathematics educators. Following the survey and interviews 10 rural middle schools will be recruited to participate in a professional development (PD) model aimed at supporting rigorous forms of mathematics curriculum and instruction will be implemented. The project team will study the ways in which rural mathematics educators respond to the implementation of the PD model to understand the resources or constraints that facilitate or impede the uptake of rigorous mathematics instruction. The project team will then engage in dialogue with a range of partners in rural mathematics education contexts, including state and regional education policy makers, to generate a set of recommendations for enhancing the rigor of mathematics instruction in rural areas. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This is a four-phase research study with the goal of understanding the current conditions, challenges, and resources that pertain to middle school mathematics education in rural areas in the United States. The first phase will be a national survey of a representative sample of teachers, teacher leaders, and administrators who are responsible for mathematics education in rural areas. A sub-sample of the survey respondents will be recruited for follow-up interviews to develop deeper understandings of the insights that emerge from the surveys. Ten rural middle schools will be recruited to participate in professional development. Schools will be selected in part based on an expressed interest in enhancing their efforts to implement rigorous mathematics curriculum and instruction, which is defined in this project along three dimensions: eliciting and responding to student thinking; positioning students as sources of mathematical authority; and using complex, authentic, high-demand tasks. These dimensions are supported by empirical literature from the U.S. and from countries with strong records of mathematical achievement. This three-part synchronous online professional development model was developed from a prior research project and has already been effectively implemented in rural settings. The purpose of implementing the professional development model will be to better understand how the resources and constraints in rural settings impact the uptake of efforts to implement rigorous mathematics curriculum and instruction. The final phase of the project will convene groups of state and regional partners, including personnel from state departments of education and other groups of educators who support rural education, to engage in dialogue and ultimately produce a set of recommendations designed to enhance rural mathematics education. A mixed methods approach to data analysis will be employed. Survey data will be quantitatively analyzed and results will be nationally representative of rural areas. Interviews and observations will be qualitatively analyzed using a priori coding based on prior work.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.

该项目的目标是了解美国农村地区数学教育的现状、挑战和资源。项目组将对全国农村中学数学教育工作者和管理人员进行调查并进行后续访谈，以了解当前教学实践和课程材料的趋势、农村社区支持数学教育的资源以及农村数学面临的挑战教育工作者。经过调查和访谈，将招募 10 所农村中学参与专业发展（PD）模式，旨在支持严格的数学课程和教学形式。项目团队将研究农村数学教育者对 PD 模型实施的反应方式，以了解促进或阻碍严格数学教学的资源或限制。然后，项目团队将与农村数学教育领域的一系列合作伙伴（包括州和地区教育政策制定者）​​进行对话，以提出一系列提高农村地区数学教学严谨性的建议。 Discovery Research preK-12 计划 (DRK-12) 旨在通过研究和开发创新资源、模型、和工具。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。这是一项分为四个阶段的研究，旨在了解当前的条件、挑战和与美国农村地区中学数学教育相关的资源。第一阶段将对负责农村地区数学教育的教师、教师领导和管理人员的代表性样本进行全国调查。将招募调查受访者的子样本进行后续访谈，以更深入地了解调查中得出的见解。将招募10所农村中学参与专业发展。选择学校的部分原因是，学校有兴趣加强实施严格的数学课程和教学的力度，该项目从三个方面定义了这一点：引发和回应学生的想法；将学生定位为数学权威的来源；并使用复杂、真实、高要求的任务。这些维度得到了来自美国和拥有强大数学成就记录的国家的实证文献的支持。这种由三部分组成的同步在线专业发展模型是根据先前的研究项目开发的，并已在农村环境中有效实施。实施专业发展模式的目的是更好地了解农村环境中的资源和限制如何影响实施严格的数学课程和教学的努力。该项目的最后阶段将召集州和地区合作伙伴小组，包括来自州教育部门的人员和其他支持农村教育的教育工作者团体，进行对话，并最终提出一套旨在加强农村数学教育的建议。将采用混合方法进行数据分析。将对调查数据进行定量分析，结果将代表全国农村地区。访谈和观察结果将使用基于先前工作的先验编码进行定性分析。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。