Accessible Mathematics

无障碍数学

• 批准号: 0090070
• 负责人: Judy Storeygard
• 金额: $ 45万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-03-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0090070&HistoricalAwards=false
• 关键词: Accessible; Mathematics

Recent research shows that children with disabilities benefit greatly from deep involvement in mathematical thinking. Major mathematics education committees such as the American Association for the Advancement of Science, the National Council of Teachers of Mathematics, and the National Research Council have emphasized the importance of high level mathematical thinking and reasoning for all students, especially those students with special needs who have not had access to this kind of mathematics. This project is based on the assumption that when students with disabilities engage in a variety of NCTM Standards-based activities that support their strengths, they can learn to think mathematically. Children with disabilities will learn to think about, strategize, and solve mathematical problems in the manner recommended by the NCTM Standards. To explore ways in which students with disabilities can be supported to successfully develop mathematical thinking, researchers at TERC will work collaboratively with a group of 12-16 teacher-researchers who are implementing an NCTM standards-based curriculum, grades 1-5. The teachers will be chosen in pairs of one mainstream classroom teacher and one special education teacher who work with the same students as they engage with standards-based mathematics curricula. The teacher pairs will work together to look closely at and find ways to improve the mathematical thinking of students with disabilities. All of the teachers will meet regularly in an action research group with TERC researchers during two years of the project. They will present and discuss episodes from their classrooms about teaching mathematics to children with disabilities, plan next steps in their investigations of students' learning, and document and disseminate the strategies that are successful in developing the mathematical understanding of students who have disabilities. In the last year of the project, teachers and TERC researchers together will write articles to disseminate their findings to other teachers. They will describe the ways in which the special education and classroom teachers work together to improve the mathematics learning of children with disabilities and will document successful strategies that other teachers can use. These research findings will be useful to teachers because they will be grounded in classroom practice. The work of this project will include: 1. Implementation of a teacher research group of classroom and special education teachers to develop their skills in planning and implementing classroom research and to report on and receive feedback on their own research.2. Research by the teacher pairs to learn how particular students with disabilities learn mathematics best, and what is needed to support their learning.3. Communication of this classroom-based body of research through publications, existing websites, and presentations to others-especially to other practitioners-in a way that helps others see more deeply into students' mathematical thinking. 4. Documentation and description of the collaboration among the special education and classroom teacher pairs in their schools to suggest approaches that can be used by others.

最近的研究表明，残疾儿童从深度参与数学思维中受益匪浅。主要的数学教育委员会，如美国科学促进会，国家数学教师理事会和国家研究理事会都强调了高水平的数学思维和推理对所有学生的重要性，特别是那些有特殊需要的学生，他们还没有接触过这种数学。这个项目是基于这样一个假设，即当残疾学生从事各种NCTM标准为基础的活动，支持他们的优势，他们可以学会数学思考。残疾儿童将学习思考，制定战略，并以NCTM标准推荐的方式解决数学问题。为了探索如何帮助残疾学生成功发展数学思维，TERC的研究人员将与一组12 - 16名教师研究人员合作，他们正在实施基于NCTM标准的课程，1 - 5年级。这些教师将成对选择，一名主流课堂教师和一名特殊教育教师，他们与相同的学生一起工作，因为他们参与了基于标准的数学课程。教师对将共同努力，密切关注和寻找方法来提高残疾学生的数学思维。在项目的两年期间，所有教师将定期与TERC研究人员在行动研究小组中会面。他们将介绍和讨论从他们的课堂上关于数学教学的残疾儿童的插曲，在他们的学生学习的调查计划下一步，并记录和传播的战略是成功地发展谁有残疾的学生的数学理解。在项目的最后一年，教师和TERC研究人员将共同撰写文章，向其他教师传播他们的发现。他们将描述特殊教育和课堂教师共同努力改善残疾儿童数学学习的方式，并将记录其他教师可以使用的成功策略。这些研究结果将对教师有用，因为它们将扎根于课堂实践。该项目的工作将包括：1。 实施一个由课堂和特殊教育教师组成的教师研究小组， 计划和实施课堂研究的技能，并报告和接受自己的研究反馈。 由教师配对研究，以了解残疾学生如何最好地学习数学，以及需要什么来支持他们的学习。 通过出版物，现有的网站和演示文稿，以帮助其他人更深入地了解学生的数学思维的方式，这个以课堂为基础的研究机构的通信。 4.记录和描述特殊教育和任课教师在各自学校的合作，以建议其他人可以使用的方法。