Improving Productive Mathematical Dispositions of Pre-Service Elementary Teachers

提高岗前小学教师的高效数学素质

• 批准号: 2235588
• 负责人: Molly Jameson
• 金额: $ 29.99万
• 依托单位: University of Northern Colorado
• 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: 2023-05-01 至 2026-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235588&HistoricalAwards=false
• 关键词: Improving; Productive; Mathematical; Dispositions; Pre

This project aims to serve the national interest by improving elementary teachers' dispositions toward mathematics. Such improvement is expected to occur through implementing four evidence-based interventions in Math for Teachers courses. These courses are taken by elementary education majors, a group who may have feelings of mathematics anxiety or avoidance. The effects of the interventions will be studied through self-assessments and an innovative use of eye-tracking technology. By addressing dispositions such as math confidence, math anxiety, sense of control over mathematical learning, and math avoidance, this project seeks to significantly enhance future elementary teachers’ mathematical attitudes and behaviors. In turn, this could affect their future teaching of mathematics and promote productive mathematical dispositions for their future students. This project will measure mathematical dispositions using existing surveys and content knowledge assessment. Additionally, the relationship between eye-tracked behaviors and mathematical dispositions will be analyzed; this will add to the literature around eye-tracking and mathematics by application in the novel context of teacher preparation. Assessment will occur before and after four interventions: expressive writing, focused breathing, cognitive reappraisal, and mindset/self-efficacy. Students will experience each intervention six times in a 12-week course. Both baseline and experimental data will be collected and subsequently analyzed using appropriate statistical methods. The goals of this project include providing evidence of the effectiveness of research-based interventions on overall mathematical dispositions and to suggest the utility of measuring mathematical dispositions via both traditional and novel approaches. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EDU project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在通过提高小学教师对数学的态度来服务于国家利益，这种改进预计通过在教师数学课程中实施四项基于证据的干预措施来实现，这些课程由基础教育专业的学生学习。干预措施的效果将通过自我评估和眼动追踪技术的创新使用来研究，方法是解决数学信心、数学焦虑、数学学习的控制感和数学回避等倾向。 ，该项目旨在显着增强反过来，这可能会影响他们未来的数学教学并促进未来学生的数学倾向。此外，该项目将使用现有的调查和内容知识评估来衡量数学倾向。 -将分析跟踪的行为和数学倾向；这将通过在教师准备的新颖背景下应用来添加有关眼动追踪和数学的文献，评估将在四种干预措施之前和之后进行：表达性写作、集中呼吸、认知重新评估、和学生将在为期 12 周的课程中体验每次干预六次，并随后使用适当的统计方法进行分析。 NSF IUSE：EDU 计划支持研究和开发项目，通过其参与式学生学习轨道提高 STEM 教育的有效性。 ，该程序支持创建，罗伯特·诺伊斯教师奖学金（诺伊斯）计划正在为该 IUSE：EDU 项目提供共同资助，以支持该项目的职前教师准备目标，这与诺伊斯计划的目标非常一致。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。