Improving the Mathematical Understanding of Minority Students

该项目的目标是设计、实施和评估一个小学数学教学模式(K-3年级)，以增进学生的理解，并支持以少数族裔为主的公立学校的教师更换。少数族裔儿童教师的“教学内容知识”、数学内容知识和信念将在暑期在职计划中得到解决，这些计划旨在反映与年级相关的重点。暑期部分将迫使教师：调查数学教学应该以儿童现有知识为基础的前提，反思他们对数学和数学教学的看法，关注情感行为在教学中的影响，直接解决公平问题，研究和发展促进数学理解和解决问题的教学活动，以及与一小群少数族裔儿童组织和进行有意义的数学教学的经验。项目研究将对学生的数学理解、教师的教学方法、课堂实践和教师信念产生纵向影响。这将包括对暑期在职目标执行情况的持续进程评估，以及对学生学习和教师信念和做法方面的在职影响的多年影响评估。该项目由教师培训和强化司和材料开发、研究和非正规科学教育司共同支持。

The objective of this project is to design, implement and evaluate a model for primary mathematics instruction (grades K-3) to enhance student understanding and support teacher change in predominantly minority public schools. The "pedagogical content knowledge," mathematical content knowledge, and beliefs of teachers of minority children will be addressed in summer inservice programs designed to reflect a grade-related focus. The summer component will compel the teachers to: investigate the premise that mathematics instruction should be based on a child's existing knowledge, reflect on their perception of mathematics and mathematical instruction, focus on the influence of affective behavior in instruction, directly address equity issues, examine and develop instructional activities to foster mathematical understanding and problem solving, and experience organizing and conducting meaningful mathematics instruction with a small group of minority children. Project research will be in terms of longitudinal effect on students' mathematical understandings, teachers' instructional approaches, classroom practices, and teacher beliefs. This will include an on-going process evaluation of the implementation of the summer inservice goals and a multi-year impact evaluation of the inservice effects in terms of student learning and teacher beliefs and practices. This project is jointly supported by the Division of Teacher Preparation and Enhancement and the Division of Materials Development, Research and Informal Science Education.