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: 2246988
• 负责人: Jeffrey Choppin
• 金额: $ 116.12万
• 依托单位: University of Rochester
• 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=2246988&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.

该项目的目的是了解与美国农村地区数学教育有关的当前状况，挑战和资源。项目团队将对农村中学数学教育者和管理人员进行全国性调查，并进行后续访谈，以了解教学实践和课程材料的当前趋势，支持数学教育的农村社区的资源以及农村数学教育者面临的挑战。在调查和访谈之后，将招募10个农村中学，以参与旨在支持严格形式数学课程和教学的专业发展模型（PD）模型。项目团队将研究农村数学教育者对实施PD模型的响应方式，以了解促进或阻碍严格数学指导的资源或约束。然后，项目团队将与包括州和地区教育政策制定者在内的农村数学教育环境中的一系列合作伙伴进行对话，以提出一系列建议，以增强农村地区数学教学的严格性。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具的研究和开发，从而显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。这是一项四相研究，目的是了解美国农村地区的当前状况，挑战和资源，这些研究，挑战和资源与中学数学教育有关。第一阶段将是对负责农村地区数学教育的教师，教师领袖和管理人员的代表样本进行的全国调查。调查受访者的子样本将被招募进行后续访谈，以对调查中产生的见解有更深入的了解。将招募十个农村中学参加专业发展。将基于提高他们在实施严格的数学课程和教学的努力方面的兴趣的一部分选择学校，该课程沿着三个维度定义：引起和回应学生思维；将学生定位为数学权威的来源；并使用复杂的，真实的高需求任务。这些维度得到了来自美国的经验文献以及具有数学成就记录的国家的经验文献的支持。这个由三部分的同步在线专业发展模型是由先前的研究项目开发的，并且已经在农村环境中有效实施。实施专业发展模型的目的是更好地了解农村环境中的资源和约束如何影响实施严格数学课程和教学的努力的吸收。该项目的最后阶段将召集州和地区合作伙伴的小组，包括来自州教育部门的人员和支持农村教育的其他教育工作者，以进行对话，并最终提出一套旨在增强农村数学教育的建议。将采用混合方法进行数据分析的方法。调查数据将进行定量分析，结果将在全国范围内代表农村地区。访谈和观察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影响的评估标准通过评估来支持的。