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

这个职业项目将遵循密西西比五所社区大学的教师准备工作。 调查员将研究机构的政策，课堂和教师教育，以及学习者从学生到教师的发展。 其目的是发展更好地了解教师如何发展数学能力和理解进行纵向研究的一个队列的职前教师通过各种方案。 这项研究的目的是阐明什么数学教育认为是重要的学生，学生如何学习数学内容和教学法，以及教师如何发展跨机构，因为他们在定义目标，课程内容和课堂实践合作。 这项研究将监测375名实习教师在4所社区学院和南密西西比大学的早期课程。 年轻的调查员的职业目标有三个：在密西西比州的数学教育作出重大的本地贡献，并指导她自己的实践和追求，激励未来的教师批判性地分析他们思考数学的方式。 进行研究，这有助于全国对话教师准备和数学推理的重要性。 研究者希望帮助定义和描述教师准备应该是什么样的。 最后，研究者希望能对一个财力和人力资源都很贫乏的国家，提供一点帮助，以改善数学教育体系。 她的出版物既涉及教师在课堂上的准备工作，也涉及提供这种指导的机构的政策。

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.