Greater Birmingham Mathematics Partnership Phase II Research

大伯明翰数学合作伙伴第二期研究

• 批准号: 0928665
• 负责人: John Mayer
• 金额: $ 210万
• 依托单位: University of Alabama at Birmingham
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928665&HistoricalAwards=false
• 关键词: Greater; Birmingham; Mathematics; Partnership; Phase

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.

大伯明翰数学伙伴关系：第二阶段（GBMP-2）项目是一个伙伴关系之间的亚拉巴马大学在伯明翰，作为牵头机构，伯明翰南方学院，和七个核心合作伙伴学校系统：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。 数学教育协作作为一个支持伙伴。 第二阶段的工作建立在第一阶段GBMP目标工作的成功和经验教训的基础上。 GBMP-2的重点是大规模实施探究式教学，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，第一阶段在高执行年级显示的学生成绩的提高可以在参与学校的6-8年级推广。这第二阶段工作的最终结果是统计上显着提高学生成绩的数学教师谁创造了一个基于探究的学习环境，支持学习具有挑战性的mathematics.GBMP-2旨在建立“可复制性和可推广性”与学生成绩和实施规模相关的研究问题。 本研究设计探讨以下问题：如何实现学生在课堂上与高水平的实施探究式教学的学生在课堂上与中等或低水平的实施探究式教学的学生的成绩相比？ 在多大程度上暴露于高水平的实施探究式教学减少差异，在分列的学生成绩数据？在何种程度上积极参与专业学习社区，专注于实施基于探究的教学法和对齐的评估影响教学和评估在课堂上？ 在何种程度上支持结构，包括一个探究式的课程和管理人员，同事和家长的支持影响的程度和深度的实施探究式教学在一所中学？ 在具有不同人口统计变量的中学中实施探究式教学需要哪些条件？GBMP-2模型将基于探究的教学和学习扩展到教师，校长，主管，家长和大学STEM和教育学院，所有这些都支持中等年级的学习者。 参与学校的中年级数学教师除了在第一阶段参加的数学课程外，还参加了两个为期九天的数学暑期课程，这些课程来自七个具有挑战性的、基于探究的数学内容课程。 他们积极参与以学校为基础的专业学习社区，专注于实施以探究为基础的教学法和对齐评估。 参与学校的校长参加管理员会议，以支持创造教学环境，促进所有学生学习严谨的数学。 伙伴地区主管提供基于调查的课程和访问学生成绩数据。 家长参与社区数学之夜，以促进理解和支持他们的学生通过五个观众参与会议。 数学家和数学教育工作者作为学生和教师参加课程，并修改大学数学课程，以采用具有挑战性的课程和课程的GBMP定义，重点是：大数学思想;探究和反思;口头和书面交流;和发展生产性倾向。