Collaborative Research: The Design and Refinement of Modules for Raising Critical Consciousness in Undergraduate Mathematics Teacher Preparation

合作研究：本科数学教师培养批判意识培养模块的设计与完善

• 批准号: 2315400
• 负责人: Lorraine Males
• 金额: $ 12.12万
• 依托单位: University of Nebraska-Lincoln
• 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: 2023-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315400&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Refinement; Modules

This project aims to serve the national interest by developing modules intended to better prepare prospective grade 6-12 mathematics teachers to teach in increasingly diverse classrooms while advancing prospective teachers’ own STEM learning. This project is significant because research indicates that although student populations in U.S. schools are continuing to increase in diversity, specifically with respect to race, language, and socio-economic status, teachers are predominantly white and need additional resources to develop rich STEM learning experiences that impact outcomes for all learners in STEM fields. This project hopes to advance the knowledge of how best to support prospective mathematics teachers in developing the knowledge, skills, and dispositions to teach in diverse settings and contribute to ongoing efforts to increase access to much needed research-based resources for mathematics teacher educators. Mathematics teacher educators' use of these resources should advance prospective mathematics teachers’ own STEM learning which should lead to better mathematics instruction in classrooms across the country. As a result, more grade 6-12 students, particularly students from underrepresented groups, will develop an interest in and be prepared to enter STEM fields. This project will use improvement science methods to design, refine, and study the impact of a series of modules for use in grade 6-12 mathematics teaching methods courses that address prospective teachers’ knowledge, skills, and dispositions for teaching in diverse settings as outlined in Standards for the Preparation of Teachers of Mathematics. Specifically, the project will address two goals as follows: Goal 1. Design and refine a series of modules developed using critical pedagogies to address: a) the political and historical issues in mathematics education, b) identity, c) critical consciousness, and d) countering unproductive practices that marginalize learners by using Plan-Do-Study-Act (PDSA) cycles at three institutions. After the development of each module (Plan), the modules will be enacted in a staggered schedule at each institution (Do) so that between each enactment, data can be shared and analyzed (Study) and revisions can be made (Act). Throughout the design and refinement process advisory board members with expertise in mathematics teacher education, access, equity, culture, justice, curriculum development, and improvement science will provide feedback. The modules will then be shared with mathematics teacher educators who are part of the Mathematics Teacher Education Partnership (which includes 65 programs, including 11 under-resourced institutions and/or minority-serving institutions) for further refinement and subsequently made available to all mathematics teacher educators. Goal 2. Studying the impact of the modules on prospective teachers’ knowledge, skills, and dispositions will be guided by two research questions: RQ1: What impact does participating in the modules have on pre-service teachers' understanding of countering practices that marginalize learners in mathematics? RQ2: How does the consciousness of secondary pre-service teachers shift while engaged in modules on countering beliefs, attitudes, actions and practices that devalue learners in the context of teaching and learning of mathematics? The project will collect quantitative data using content analysis and pre-and post-module data using the Culturally Responsive Teaching Outcome Expectancy and Self-Efficacy surveys and qualitative data from prospective teachers assignments and reflections through coding, thematic analysis, and using Mathematics with|in conocimientos to determine how the modules influenced prospective teachers’ multicultural mathematics dispositions, other emergent understandings related to cultural sensitivity, and how prospective teachers’ experiences with the modules created changes in their consciousness. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship Program has contributed funding to this project.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.

该项目旨在通过开发模块来服务于国家利益，这些模块旨在帮助未来的 6-12 年级数学教师更好地在日益多样化的课堂中进行教学，同时促进未来教师自身的 STEM 学习。学校的多样性不断增加，特别是在种族、语言和社会经济地位方面，教师主要是白人，需要额外的资源来发展丰富的 STEM 学习经验，从而影响 STEM 领域所有学习者的成果。增进有关如何最好地支持的知识未来的数学教师掌握在不同环境中教学的知识、技能和性格，并为不断努力增加数学教师教育者获得急需的研究资源的机会而做出贡献，这些资源的使用应促进未来数学教师的发展。 ” 自己的 STEM 学习应该会在全国各地的课堂上带来更好的数学教学。因此，更多的 6-12 年级学生，特别是来自弱势群体的学生，将对该项目产生兴趣并准备进入 STEM 领域。使用改进科学方法设计、完善和研究一系列用于 6-12 年级数学教学方法课程的模块的影响，这些课程涉及未来教师的知识、技能和在不同环境中教学的倾向，如《教师准备标准》中所述。具体而言，该项目将实现以下两个目标： 目标 1. 设计和完善一系列使用批判性教学法开发的模块，以解决：a）数学教育中的政治和历史问题，b）身份，c）批判意识，和d) 在三个机构中通过使用计划-实施-学习-行动 (PDSA) 循环来打击将学习者边缘化的非生产性做法 每个模块（计划）开发后，每个机构将按交错的时间表实施这些模块（实施）。以便在每次颁布之间，可以共享和分析数据（研究），并可以在整个设计和完善过程中进行修订（法案），咨询委员会成员拥有数学教师教育、机会、公平、文化、正义、课程方面的专业知识。然后，这些模块将与数学教师教育合作伙伴关系（包括 65 个项目，其中包括 11 个资源不足的机构和/或少数族裔服务机构）的一部分的数学教师教育工作者共享。目标 2. 研究这些模块对未来教师的知识、技能和性格的影响将以两个研究问题为指导： RQ1：参加这些模块对预科教师有什么影响。 -服务RQ2：中学职前教师在参与反对在数学教学中贬低学习者的信念、态度、行为和实践的模块时，其意识如何转变？ ? 该项目将使用内容分析和模块前和模块后数据，使用文化响应式教学成果预期和自我效能调查，以及通过编码、主题分析和使用来自未来教师作业和反思的定性数据来收集定量数据。数学课程，以确定这些模块如何影响未来教师的多元文化数学倾向、与文化敏感性相关的其他新兴理解，以及未来教师使用这些模块的经历如何改变他们的意识。 NSF IUSE：EDU 计划支持研究和教育。该项目旨在提高所有学生 STEM 教育的有效性，支持创建、探索和实施有前途的实践和工具。罗伯特·诺伊斯教师奖学金项目为该项目提供了资金。授予 NSF 的法定使命，并通过评估反映使用基金会的智力优点和更广泛的影响审查标准，被认为值得支持。