CAREER: Investigating mathematics teacher preparation across five institutions of higher learning

这个职业项目将跟踪密西西比州五所社区大学的教师准备工作。调查者将考察机构、课堂和教师教育者的政策，以及学习者从学生到教师的发展。其目的是通过各种项目对一批职前教师进行纵向研究，以更好地了解教师是如何发展数学能力和理解的。这项研究旨在阐明数学教育认为对学生重要的是什么，学生如何学习数学内容和教育学，以及教师在定义目标、课程内容和课堂实践方面合作时，跨机构发展的方式。这项研究将通过对4所社区学院和南密西西比大学的375名实习教师的早期课程进行监测。这位年轻的研究人员的职业目标有三个：为密西西比州的数学教育做出重大贡献，并指导自己的实践和追求，激励未来的教师批判性地分析他们思考数学的方式。开展研究性研究，促进关于教师准备和数学推理重要性的全国性对话。研究人员希望帮助定义和描述教师准备应该是什么样子的。最后，研究人员打算为一个财富和人力资源匮乏的州做出贡献，以帮助改善数学教育体系。她的出版物既涉及在课堂上培养教师的做法，也涉及提供这一指导的机构的政策。

This CAREER project would follow the teacher preparation efforts of five community colleges in Mississippi. The investigator will examine the policy of institutions, the classroom and teacher educator, and the learner's development from student to teacher. The intent is to develop better knowledge of how teachers develop mathematics ability and understanding by conducting a longitudinal study of a cohort of pre-service teachers through various programs. The study is intended to explicate what mathematics educations think is important for students, how students are learning mathematics content and pedagogy, and what ways to faculty develop across institutions as they collaborate in defining goals, course content, and classroom practice. The study will monitor 375 student teachers through their early courses in 4 community colleges and the University of Southern Mississippi. The career goals of the young investigator are three: To make a significant local contribution to mathematics education in the State of Mississippi and guide her own practice and pursuit of inspiring future teachers to critically analyze the way they think about mathematics. To conduct research studies which contribute to national conversation about teacher preparation and the importance of mathematics reasoning. The researcher expects to help define and describe what teacher preparation should look like. Finally, the researcher intends to contribute to a state that is poor in wealth and human resources to help improve the system of mathematics education. Her publications address both the practice of preparing teachers in classrooms and the policies of institutions that provide that guidance.