Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking

合作研究：审视职前小学教师的纵向发展——公平关注儿童的数学思维

• 批准号: 2301114
• 负责人: Jonathan Thomas
• 金额: $ 82.1万
• 依托单位: University of Kentucky Research Foundation
• 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: 2023-08-15 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2301114&HistoricalAwards=false
• 关键词: Collaborative; Research; Examining; Longitudinal; Development

Preparing teachers to create equitable mathematics classrooms is an ongoing challenge for teacher education. This begins with helping teachers focus on children's strengths and identities as mathematics learners. Then, teachers need to be able to respond to children's experiences, knowledge, and mathematical reasoning when planning and teaching. This is particularly important for groups that have been historically marginalized in mathematics (e.g., Black, Latinx, Indigenous, Asian American Pacific Islander). Teachers also need to consider how they can create change in their schools and districts for equitable mathematics teaching and learning. There is a need for resources for teacher education programs to help pre-service teachers learn about equitable mathematics approaches to teaching and learning. The project will also develop modules, resources, and tools for exploring how teachers' understanding of equity changes from their last year of the preparation program into their first year of teaching. The tools and resources can be shared with other teacher education programs. The project builds upon prior research about the use and development of micromodules to help preservice teachers develop positive attitudes towards mathematics, practice equitable noticing of mathematics and understand the sociopolitical influences on teaching and learning. An important component of equitable noticing is helping teachers recognize how children's identities, language and mathematical reasoning are central to learning. The research questions examine how instructional experiences for preservice teachers influence their equitable professional noticing and how teaching practices continue once they are first-year teachers. The longitudinal study uses an embedded mixed methods approach that collects data in mathematics teaching methods courses, student teaching and the first year of teaching. The research will incorporate the following data sources: an assessment suite called Multiple Assessments for Noticing Equitably (MANE), a video-based think-aloud protocol, semi-structured interviews, and other artifacts of the teacher education experience.This project is supported by NSF's EDU Core Research (ECR) Program and the Discovery Research preK-12 Program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. 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.

准备教师创建公平的数学课堂是教师教育的持续挑战。这首先要帮助教师专注于儿童作为数学学习者的优势和身份。然后，在计划和教学时，教师需要能够回应儿童的经历，知识和数学推理。这对于历史上在数学上被边缘化的群体（例如黑人，拉丁裔，土著，亚裔美国太平洋岛民）尤其重要。教师还需要考虑如何在学校和地区创造变革，以进行公平的数学教学。需要为教师教育计划提供资源，以帮助职前教师学习公平的数学方法的教学方法。该项目还将开发模块，资源和工具，以探索教师对公平计划的理解如何从准备计划的最后一年变化为他们的第一年。工具和资源可以与其他教师教育计划共享。该项目基于有关微型模块的使用和开发的先前研究，以帮助职前教师发展对数学的积极态度，实践公平地注意数学，并了解社会政治对教学和学习的影响。公平通知的一个重要组成部分是帮助教师认识到儿童的身份，语言和数学推理如何对学习至关重要。研究问题研究了职前教师的教学经验如何影响其公平的专业人员注意力以及一旦成为一年级教师的教学实践如何继续。纵向研究使用嵌入式混合方法方法，该方法在数学教学方法课程，学生教学和教学的第一年中收集数据。该研究将纳入以下数据来源：一个评估套件，称为多次评估，以公平地注意（MANE），基于视频的思维方案，半结构化访谈以及教师教育经验的其他文物。该项目得到了NSF的EDU Core Research（ECR）计划（ECR）计划和Discovery Research Predk-k-12。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。 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，从而大大增强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。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。