Greater Birmingham Mathematics Partnership Phase II Research

大伯明翰数学伙伴关系：第二阶段(GBMP-2)项目是作为牵头机构的伯明翰南方学院阿拉巴马大学与七个核心合作伙伴学校系统之间的合作伙伴关系，这些学校系统包括费尔菲尔德城市学校、霍姆伍德城市学校、胡佛城市学校、杰斐逊县学校、谢尔比县学校、塔兰特城市学校和特鲁斯维尔城市学校。数学教育协作组是一个支持伙伴。这项第二阶段的工作建立在第一阶段GBMP目标工作的成功经验和经验教训的基础上。GBMP-2的重点是使探究式教学的实施规模扩大，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S的意图是证明，在第一阶段显示的学生在高实施年级水平上的成就可以在6-8年级的参与学校大规模推广。这项第二阶段工作的最终结果是，在数学教师的课堂上，学生的成绩得到了统计上的显著改善，他们创造了一个支持学习具有挑战性的数学的探究式学习环境。GBMP-2旨在建立与学生成绩相关的研究问题和规模化实施的“可复制性和普适性”。研究设计考察了以下几个问题：探究性教学实施水平较高的班级学生的成绩与中、低水平实施探究性教学的班级学生的成绩相比如何？接受高水平的探究式教学能在多大程度上减少学生成绩分类数据中的差异？积极参与以实施探究式教学和统一评估为重点的专业学习社区对课堂教学和评估的影响程度如何？一个包括探究式课程的支持结构以及管理者、同事和家长的支持在多大程度上影响中学探究式教学的实施广度和深度？实施探究式教学需要具备哪些条件才能在人口统计变量不同的中学大规模实施？GBMP-2探究式教学模式将教师、校长、校长、家长、大学STEM和教育教职员工都纳入到支持初中学生的行列中。除了第一阶段的课程外，参与学校的初中数学教师还参加了两门为期九天的暑期数学课程，这些课程包括七门具有挑战性的探究性数学课程。他们积极参加以学校为基础的专业学习社区，重点是实施探究式教学和统一评估。参与学校的校长参加管理员会议，以支持创造促进所有学生学习严格数学的教学环境。合作区督导提供基于探究的课程和学生成绩数据的访问。家长参与“社区数学之夜”，透过五场观众参与活动，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加这些课程，并修订大学数学课程，以采用GBMP对挑战性课程和课程的定义，重点是：大数学思想；探究和反思；口头和书面交流；以及发展生产性性格。

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.