Project Pathways: Opening Routes to Math & Science Success for all Students

项目途径：开辟数学之路

• 批准号: 0412537
• 负责人: Marilyn Carlson
• 金额: --
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0412537&HistoricalAwards=false
• 关键词: Project; Pathways; Opening; Routes; Math

Project Pathways targets mathematics and science learning and achievement in grades 9-12. The project will produce a research-based and tested model to support secondary mathematics and science teachers. Core partners include four school districts (Chandler, Mesa, Tempe, and Tolleson) and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET) at Arizona State University (ASU). The Maricopa Community College District and Intel are collaborators with ASU in delivering the project's research-based services and products to these districts. The demographics of the partner school districts mirror those of Arizona, where 45% of students are persons of color and the Hispanic population is expanding rapidly. Pathways will produce tools and knowledge to guide secondary mathematics and science teachers in promoting conceptual learning and STEM behaviors that the literature deems essential for continued STEM learning and course-taking. These key behaviors include competence and flexibility in scientific inquiry, mathematical problem solving, and engineering design. A central concept is that of function, which research identifies as a unifying concept of secondary mathematics and science. As the core strategy of the Pathways model, teams of engineers, mathematicians and scientists will partner with master teachers and STEM education faculty to generate instructional sequences for both teachers and students. The instructional materials will take the form of modules for secondary mathematics and science teachers, with companion modules for secondary STEM classrooms and companion tools for secondary STEM learning communities. The professional learning community tools will support teachers in adapting their new knowledge and instructional approaches to their own classrooms by engaging them in deep reflections on their instruction and their students' learning. Pathways materials will be easily adaptable in any learning environment. In this project, however, they will be packaged for use in four courses in an ASU graduate degree program for inservice teachers, delivered on-site in the teachers' schools. To better assist Arizona's many bilingual students, Pathways will adapt student modules to an innovative, research-developed English language learner technology platform. Other Pathways strategies include activities (such as science fairs for students and a regional conference for high school guidance counselors) to encourage all students to take challenging mathematics and science courses and to consider science-based careers. Teams of STEM education faculty and graduate students will research the effectiveness of the courses and learning communities on teachers' understanding of mathematics and science concepts and their understanding of the process by which foundational STEM concepts and behaviors develop in students. They will also investigate the process by which teachers shift their classroom practices to promote improved STEM learning in their students. Graduate research assistants will be recruited to participate in the Pathways project, preparing many future faculty for careers as STEM education researchers. Pathways will establish new patterns of information-sharing and collaboration among STEM scientists and educators, community college faculty, secondary administrators and teachers, and industry partners. The project aims to narrow the majority/minority achievement gap, encourage students to take challenging STEM courses, increase high school student STEM learning and achievement, and improve the pass rates in ASU's introductory calculus, physics and biology courses.

Project Pathways针对9-12年级的数学和科学学习和成就。 该项目将产生一个以研究为基础并经过测试的模式，以支持中学数学和科学教师。 核心合作伙伴包括四个学区（钱德勒、梅萨、滕佩和托尔森）和亚利桑那州立大学（ASU）的科学、数学、工程和技术教育研究中心（CRESMET）。 Marvila社区学院区和英特尔是ASU的合作伙伴，为这些地区提供项目的研究服务和产品。 合作学区的人口统计数据反映了亚利桑那州的人口统计数据，那里45%的学生是有色人种，西班牙裔人口正在迅速扩大。路径将产生工具和知识，以指导中学数学和科学教师促进概念学习和STEM行为，文献认为这对继续STEM学习和课程学习至关重要。 这些关键行为包括科学探究、数学问题解决和工程设计方面的能力和灵活性。 一个中心概念是函数，研究表明它是中学数学和科学的统一概念。 作为Pathways模式的核心战略，工程师、数学家和科学家团队将与大师级教师和STEM教育教师合作，为教师和学生生成教学序列。 这些教学材料将采取为中学数学和科学教师提供模块的形式，为中学STEM课堂提供配套模块，为中学STEM学习社区提供配套工具。 专业学习社区工具将支持教师通过让他们深入反思自己的教学和学生的学习，使他们的新知识和教学方法适应自己的课堂。 路径材料将很容易适应任何学习环境。 然而，在这个项目中，它们将被打包用于亚利桑那州立大学在职教师研究生学位课程的四门课程，在教师学校现场授课。 为了更好地帮助亚利桑那州的许多双语学生，Pathways将使学生模块适应创新的、研究开发的英语学习者技术平台。 其他路径战略包括鼓励所有学生学习具有挑战性的数学和科学课程并考虑以科学为基础的职业的活动（例如学生科学博览会和高中指导顾问区域会议）。STEM教育教师和研究生团队将研究课程和学习社区对教师理解数学和科学概念的有效性，以及他们对学生基本STEM概念和行为发展过程的理解。 他们还将调查教师改变课堂实践以促进学生改善STEM学习的过程。 研究生研究助理将被招募参加Pathways项目，为许多未来的教师作为STEM教育研究人员做好准备。 Pathways将在STEM科学家和教育工作者、社区学院教师、中学管理人员和教师以及行业合作伙伴之间建立信息共享和合作的新模式。 该项目旨在缩小多数/少数民族的成绩差距，鼓励学生参加具有挑战性的STEM课程，提高高中生STEM学习和成绩，并提高ASU微积分，物理和生物学入门课程的通过率。