CAREER: Equity Focused Elementary Mathematics: Creating Virtual Mathematics Communities in Rural Georgia

职业：以公平为中心的初等数学：在佐治亚州农村创建虚拟数学社区

• 批准号: 2333959
• 负责人: Susan Cannon
• 金额: $ 120.51万
• 依托单位: University of Georgia Research Foundation Inc
• 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: 2023-06-01 至 2028-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2333959&HistoricalAwards=false
• 关键词: CAREER; Equity; Focused; Elementary; Mathematics; CAREER; Equity; Focused; Elementary; Mathematics

Access to high quality STEM education is highly variable depending on where one lives. In addition, early career teachers need support during their first years of teaching to be successful and help them stay in the profession. This project aims to provide in-service and beginning elementary school teachers increased opportunities to refine their mathematics teaching to support minoritized youth in racially diverse rural communities in Georgia that have less access to elementary mathematics specialists. This project follows and supports both beginning teachers (BTs) and elementary mathematics coaches (EMCs) over 5 years to develop and refine their mathematics teaching and coaching, respectively, using equity-based tools to guide reflection and conversations about both the BTs’ instructional practices and the EMCs’ coaching practices. The tools provide data to uncover biases and aspirational pedagogical targets for equitable discourse and task design. The goals of the project include: a) establishing a virtual distance learning community to support equity focused elementary mathematics coaches across rural counties in Georgia, b) developing and refining a fully online elementary mathematics and coaching graduate coursework sequence to prepare EMCs, and c) implementing an innovative model of university supervision and induction for BTs.Over the 5-year period, ten EMCs will engage in coursework, and be supported through a virtual community to develop elementary mathematics teaching and learning in their schools and districts. The coaches will support at least ten beginning teachers to develop equitable mathematics learning communities as they enter the field during their first years of teaching. This approach is important because formalized induction support is rare in most districts in Georgia, and teachers are leaving the field in record numbers because they feel unprepared. Data sources will include videos of teaching episodes, teacher reflections, narrative interviews, and document analysis. The study will employ case study and narrative methodologies in analyzing the varied and rich data collected with BTs and EMCs. The project’s goal of preparing and supporting EMCs has potential to dramatically shift the professional development of BTs, and to re-professionalize teacher education and provide more equitable mathematics education for all students. This proposed study could serve as a model to build additional networks of STEM coaches across rural areas.The award is funded by the Discovery Research preK-12 program (DRK-12) which 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.

根据一个人的住所，获得高质量的STEM教育是高度可变的。此外，早期的职业老师在教学的头几年需要支持才能取得成功并帮助他们留在专业中。该项目旨在提供在职和初学的小学教师，增加机会来完善其数学教学的机会，以支持乔治亚州很少有农村社区的少数化青年，而佐治亚州的农村社区却更少获得基本数学专家的机会。该项目遵循并支持了5年的初学教师（BTS）和基础数学教练（EMC），分别使用基于权益的工具来开发和完善其数学教学和教练，以指导反思以及有关BTS教学实践以及EMCS的教练实践的对话。这些工具提供了数据，以发现公平话语和任务设计的偏见和理想的教学目标。该项目的目标包括：a）建立一个虚拟远程学习社区，以支持公平的基本数学教练教练，乔治亚州的农村县的跨乡村县，b）开发和完善一个完全在线的基本数学和教练毕业生课程，以准备EMC，以及准备EMC，c）通过5年级的bts。在他们的学校和地区开发基本数学教学。教练将至少支持十名初学者，以在他们的第一年进入该领域时发展公平的数学学习社区。这种方法很重要，因为在佐治亚州的大多数地区，形式上的归纳支持很少见，并且教师因没有准备就绪，因为他们没有准备好。数据源将包括教学情节，教师思考，叙事访谈和文档分析的视频。该研究将采用案例研究和叙事方法来分析使用BTS和EMC收集的多样化和丰富的数据。该项目的准备和支持EMC的目标有可能动态转移BTS的专业发展，并重新专业化教师教育并为所有学生提供更公平的数学教育。这项拟议的研究可以作为一个模型，以建立跨粗糙区域的STEM教练网络。该奖项由Discovery Research PreK-12计划（DRK-12）资助，该计划旨在通过Prek-12学生和教师的研究和开发创新的资源，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，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。