CAREER: A Study of Strategies and Social Processes that Facilitate the Participation of Latino English Language Learners in Elementary Mathematics Classroom Communities

职业：促进拉丁裔英语学习者参与小学数学课堂社区的策略和社会进程的研究

• 批准号: 0844556
• 负责人: Kathryn Chval
• 金额: $ 78.69万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-15 至 2016-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0844556&HistoricalAwards=false
• 关键词: CAREER; Study; Strategies; Social; Processes

The proposed project aims to: (1) study resources and strategies for teachers that will facilitate participation of 3rd grade Latino English Language Learners (ELLs) in the mathematics classrooms; (2) develop related teacher professional development (PD) materials; and (3) integrate research and teaching activities. The basic research question is: How can 3rd grade teachers facilitate better mathematics instruction for ELLs? The PI will conduct a longitudinal study with teachers over three years in nine third-grade classrooms involving 20 Latino ELLs in each classroom. Data (district-administered assessments, one-on-one formal interviews, classroom artifacts, brief conversations with children following the videotaped lessons) will be collected from multiple sources including the use of head-mounted cameras to videotape classroom social processes. Also, existing research base and data from the nine classrooms will be used to develop, test, and publish PD materials for pre-service and practicing elementary teachers. The integrated education activities will have a direct impact on the design of University of Missouri Teacher Development Program, Masters Programs, TESOL Certification Program, and Mathematics Education Doctoral Program as well as local schools. The proposed project is qualitative. Teachers will also participate in a three-year professional development on ELL strategies and use classroom activities in the fall semester that are designed to assist 3rd grade Latinos acquire mathematical competence on various aspects of the number sense strand of the mathematics curriculum. All the relevant instruments will be collected and analyzed. Findings from the proposed research and integrated research/education activities will expand the knowledge base in the fields of elementary mathematics education and multilingual education. The proposed research and education activities will inform our understanding of effective strategies in mathematics classrooms that will influence learning processes and ultimately student outcomes relevant to Latino ELLs and potentially other groups of underrepresented students. Findings from the project will promote effective teaching and learning of mathematics at the elementary level and will be broadly disseminated to students, teachers, teacher educators, and education researchers throughout the U.S. The PI will create a vehicle (i.e., PD materials) for U.S. elementary teachers to discuss critical issues related to engaging a group of students that have typically been non-participants in mathematics classrooms and potentially facilitate more effective participation for this growing population.

拟议项目旨在：（1）研究资源和策略，为教师，这将有助于三年级拉丁美洲英语学习者（ELLs）在数学课堂的参与;（2）开发相关的教师专业发展（PD）材料;（3）整合研究和教学活动。基本的研究问题是：三年级教师如何促进更好的数学教学ELLs？PI将在九个三年级教室进行为期三年的教师纵向研究，每个教室有20名拉丁裔ELL。数据（地区管理的评估，一对一的正式访谈，课堂文物，简短的谈话后，录像课程的儿童）将收集从多个来源，包括使用头戴式摄像机录像课堂社交过程。此外，现有的研究基地和数据，从九个教室将被用来开发，测试和出版PD材料的职前和执业小学教师。综合教育活动将对密苏里州大学教师发展项目、硕士项目、TESOL认证项目和数学教育博士项目以及当地学校的设计产生直接影响。拟议的项目是定性的。教师还将参加为期三年的ELL战略专业发展，并在秋季学期使用课堂活动，旨在帮助三年级拉丁美洲人获得数学课程数感链各方面的数学能力。将收集和分析所有相关仪器。拟议的研究和综合研究/教育活动的结果将扩大初等数学教育和多语言教育领域的知识基础。拟议的研究和教育活动将告知我们在数学课堂上的有效策略的理解，这将影响学习过程，并最终与拉丁美洲ELLs和潜在的其他群体的代表性不足的学生的学生成果。该项目的研究结果将促进小学数学的有效教学，并将广泛传播给美国各地的学生、教师、教师教育工作者和教育研究人员。PD材料），为美国小学教师讨论关键问题，涉及从事一组学生，通常是非参与者在数学课堂上，并可能促进更有效地参与这一不断增长的人口。