Improving the Mathematical Understanding of Minority Students

提高少数民族学生的数学理解

• 批准号: 8954652
• 负责人: Patricia Campbell
• 金额: $ 182.77万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-12-01 至 1995-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8954652&HistoricalAwards=false
• 关键词: Improving; Mathematical; Understanding; Minority; Students

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.

该项目的目标是设计、实施和评估小学数学教学（K-3 年级）模型，以增强学生的理解并支持以少数族裔为主的公立学校的教师变革。 “教学内容知识”、数学内容知识和少数民族儿童教师的信念将在旨在反映与年级相关的重点的夏季在职课程中得到解决。 夏季部分将迫使教师：调查数学教学应基于儿童现有知识的前提，反思他们对数学和数学教学的看法，关注教学中情感行为的影响，直接解决公平问题，检查和开发教学活动以培养数学理解和问题解决，并体验与一小群少数民族儿童组织和进行有意义的数学教学。 项目研究将关注对学生数学理解、教师教学方法、课堂实践和教师信念的纵向影响。 这将包括对夏季在职目标实施情况的持续过程评估，以及对学生学习、教师信念和实践方面在职效果的多年影响评估。 该项目由教师准备和增强司以及材料开发、研究和非正式科学教育司共同支持。