Developing Mathematics Teachers Responsive Pedagogies for Linguistically Marginalized Students

为语言边缘化学生开发数学教师响应式教学法

• 批准号: 2247128
• 负责人: Samantha Marshall Pham
• 金额: $ 45.98万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247128&HistoricalAwards=false
• 关键词: Developing; Mathematics; Teachers; Responsive; Pedagogies

Mathematics teachers rarely receive adequate preparation or support for teaching multilingual students and, as a result, these students (hereinafter linguistically marginalized students) often have diminished access to quality learning opportunities compared to students from dominant language backgrounds. Yet, many mathematics teachers are teachers of linguistically marginalized students. When teachers do receive professional development in supporting multilingual and other linguistically marginalized students, it is typically content-neutral and sometimes at odds with notions of quality mathematics teaching, making it difficult to apply in practice. In this project, researchers will develop and investigate a novel professional development model to support mathematics teachers’ learning of responsive pedagogies for linguistically marginalized students. Working with secondary mathematics teachers in diverse settings in North Carolina, the project team will develop a series of workshops on linguistically responsive pedagogies tailored to participants’ challenges and school contexts. In addition to these workshops, as teachers enact linguistically responsive pedagogies in their classrooms, the research team will support their learning with video-coaching. Central to this model is classroom video as a key resource for teachers’ learning, building on the conjecture that by providing a window into students’ experiences, video can help develop teachers’ insights for responsive pedagogies. This project will contribute to large-scale efforts to improve mathematics education and address longstanding opportunity gaps across the nation, offering a professional development model to foster linguistically responsive and asset-based forms of mathematics teaching.Using design-based research methods, the research team will investigate the overarching research question: How do secondary mathematics teachers learn about supporting linguistically marginalized students? To investigate this question, the project team will use ethnographic data collection methods to capture the development of teachers’ learning trajectories. These data will be analyzed using qualitative methods including case study, ethnomethodological, and conversation-analytic approaches. Simultaneously, researchers will engage in conjecture mapping to understand elements of the model’s design that support teacher learning as well as the mediating processes of learning, iteratively refining the model as the project continues. The primary outcomes of this 3-year study include: a portrait of the challenges and opportunities that mathematics teachers face in supporting linguistically marginalized students, a replicable model of professional development for teachers’ learning of responsive pedagogies, and theory about the nature of—and conditions necessary for—mathematics teachers’ learning to support linguistically marginalized students.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 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.

数学老师很少会为教学学生提供足够的准备或支持，因此，与来自主导语言背景的学生相比，这些学生（以下是语言上的学生）通常会减少获得优质学习机会的机会。然而，许多数学老师是语言被边缘化的学生的老师。当教师确实在支持多语言和其他语言边缘化的学生方面获得专业发展时，通常是内容中性的，有时与优质的数学教学概念相矛盾，因此很难在实践中应用。在该项目中，研究人员将开发并研究一种新型的专业发展模型，以支持数学教师对语言边缘化的学生的反应性教学的学习。该项目团队与北卡罗来纳州潜水员环境中的二级数学教师合作，将开展一系列关于针对参与者的挑战和学校环境量身定制的语言响应式教学的讲习班。除了这些研讨会外，随着教师在课堂上进行语言响应敏感的教学，研究团队将通过视频指导来支持他们的学习。该模型的核心是课堂视频，是教师学习的关键资源，基于一个概念，即通过为学生的体验提供窗口，视频可以帮助发展老师的洞察力，以了解响应式教学。该项目将有助于大规模的努力来改善数学教育并解决全国长期存在的机会差距，从而提供专业发展模型，以促进以语言响应和资产为基础的数学教学形式。使用基于设计的研究方法，研究团队将研究总体研究问题：二级数学教师如何支持语言学上的二级数学教师如何学习？为了调查这个问题，项目团队将使用人种学数据收集方法来捕捉教师学习轨迹的发展。这些数据将使用定性方法进行分析，包括案例研究，民族方法和对话分析方法。同时，研究人员将进行概念映射，以了解该模型设计的要素，这些元素支持教师学习以及学习的中介过程，随着项目的继续，迭代地完善了模型。这项为期三年的研究的主要结果包括：数学老师在支持语言上的挑战和机遇的肖像，这是一种可复制的专业发展模型，可复制的教师学习响应性教学的学理论，以及有关言语的性质，以及对林语的研究的必要条件，并在研究方面进行了研究。 PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学，通过创新资源，模型和工具的研究和开发。 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。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审查标准通过评估来进行评估的。