Greater Birmingham Mathematics Partnership Phase II Research

大伯明翰数学伙伴关系：第二阶段（GBMP-2）项目是阿拉巴马大学伯明翰分校（作为牵头机构）、伯明翰南方学院和七个核心合作学校系统之间的伙伴关系：费尔菲尔德市学校、霍姆伍德市学校、胡佛市学校、杰斐逊县学校、谢尔比县学校、塔兰特市学校和特鲁斯维尔市学校。数学教育合作组织是一个支持合作伙伴。第二阶段的工作以第一阶段的成功和经验教训为基础。GBMP-2的重点是扩大以探究为基础的教学的实施规模，以显著提高学生的成绩。教师参与专业发展，深化数学内容和教学知识，提高数学素质。GBMP-2的目的是证明第一阶段在高实施年级的学生成绩的提高可以在6-8年级的参与学校中推广。第二阶段工作的最终结果是统计上显著提高了数学教师在课堂上的学生成绩，他们创造了一个以探究为基础的学习环境，支持学习具有挑战性的数学。GBMP-2旨在建立与学生成绩相关的研究问题的“可复制性和概括性”，并将实施规模扩大。研究设计调查了以下问题：高水平实施探究式教学的课堂上的学生的成绩与中等或低水平实施探究式教学的课堂上的学生的成绩相比如何？探究性教学的高水平实施在多大程度上减少了分类学生成绩数据的差异？在何种程度上积极参与专业学习社区，重点是实施基于探究的教学法和一致的评估影响教学和评估在课堂上？包括探究式课程和管理人员、同事和家长的支持在内的支持结构在多大程度上影响中学实施探究式教学的广度和深度？在不同人口统计变量的中学中实施探究性教学需要什么条件？GBMP-2模式将基于探究的教学和学习规模化，让教师、校长、督学、家长、大学STEM和教育教师都参与其中，为中年级学习者提供支持。除了第一阶段的课程外，参与学校的中学数学教师还需要参加两个为期九天的夏季数学课程，这些课程来自七个具有挑战性的探究性数学内容课程。他们积极参与以学校为基础的专业学习社区，重点是实施基于探究的教学法和一致的评估。参与学校的校长参加管理会议，以支持创造教学环境，促进所有学生学习严格的数学。合作学区负责人提供探究式课程，并提供学生成绩数据。家长参与社区数学之夜，通过五个观众参与环节，促进对学生的理解和支持。数学家和数学教育工作者以学生和教师的身份参与课程，并修改大学数学课程，以采用GBMP对挑战性课程和课程的定义，这是一个重点：大数学思想；探究和反思；口头和书面沟通；培养富有成效的性格。

The Greater Birmingham Mathematics Partnership: Phase II (GBMP-2) project is a Partnership among the University of Alabama at Birmingham, as the lead institution, Birmingham-Southern College, and seven core Partner school systems: Fairfield City Schools, Homewood City Schools, Hoover City Schools, Jefferson County Schools, Shelby County Schools, Tarrant City Schools, and Trussville City Schools. The Mathematics Education Collaborative serves as a supporting Partner. This Phase II effort builds upon successes and lessons learned in the Phase I GBMP targeted work. The focus of GBMP-2 is on bringing to scale the implementation of inquiry-based instruction to produce significant improvement in student achievement. Teachers participate in professional development that deepens mathematics content and pedagogical knowledge and improves mathematical dispositions. GBMP-2's intent is to demonstrate that the gains in student achievement shown in Phase I in high implementing grade levels can be brought to scale in participating schools in grades 6-8. The end result of this Phase II work is statistically significant improved student achievement in classrooms of teachers of mathematics who create an inquiry-based learning environment that supports learning challenging mathematics.GBMP-2 seeks to establish "replicability and generalizability" in relation to research questions associated with student achievement and with bringing implementation to scale. The research design investigates the following questions: How does the achievement of students in classrooms with a high level of implementation of inquiry-based instruction compare with the achievement of students in classrooms with a moderate or low level of implementation of inquiry-based instruction? To what degree does exposure to a high level of implementation of inquiry-based instruction reduce discrepancies in disaggregated student achievement data? To what degree does active participation in professional learning communities that focus on the implementation of inquiry-based pedagogy and aligned assessment affect instruction and assessment in the classroom? To what degree does a support structure that includes an inquiry-based curriculum and the support of administrators, colleagues, and parents affect the extent and depth of implementation of inquiry-based instruction within a middle school? What conditions are necessary to bring implementation of inquiry-based instruction to scale across middle schools with diverse demographic variables?The GBMP-2 model for bringing the inquiry-based teaching and learning to scale engages teachers, principals, superintendents, parents, and university STEM and education faculty all in support of middle grades learners. Teachers of middle grades mathematics in participating schools take two, nine-day summer courses in mathematics in addition to those taken in Phase I, from a list of seven challenging, inquiry-based mathematics content courses. They actively participate in school-based professional learning communities focused on implementing inquiry-based pedagogy and aligned assessment. Principals of participating schools attend administrator sessions in support of creating instructional environments that foster learning rigorous mathematics by all students. Partner district superintendents provide inquiry-based curriculum and access to student achievement data. Parents are involved in Community Mathematics Nights to promote understanding and support of their learners through five audience-participation sessions. Mathematicians and mathematics educators participate in the courses as students and as instructors and revise university mathematics courses to employ the GBMP definition of challenging courses and curriculum, which is a focus on: big mathematical ideas; inquiry and reflection; oral and written communication; and developing productive disposition.