Mathematical ACES: Algebraic Concepts for Elementary Students

数学王牌：小学生代数概念(ACE)是加州州立大学圣贝纳迪诺分校(CSUSB)和安大略省蒙特克莱尔小学学区(OMSD)的合作伙伴关系。支持合作伙伴包括CSUSB加强数学教育中心和一起思考，这是一个非营利性的课后项目提供商。为了提高学生在8年级代数的成绩，ACES瞄准了数学教育连续体中的关键节点，因为学生从基本概念转向代数。我们的愿景是创建和维持专业学习社区(PLC)，这些社区合作提供高质量的教学并不断改进数学教学。教师认为数学是令人兴奋和有趣的，并对年级内和年级之间的课程有了广泛和深入的理解。ACES正在发展一支由60名年级教师领导组成的分布式、以课堂为基础的干部队伍，他们将数学作为他们的专业领域，并为同事提供数学领导。项目目标包括：1)提高(4-8年级)学生的数学理解和成绩；2)增加教师的数学概念教学知识、教学内容知识和教学技能的有效应用；3)培养可复制的文化和系统变化，从而不断改进数学教学；以及4)进行实证研究，以增加对教与学知识库的循证贡献。课程内容包括：1)密集的暑期研习班；2)每月工作坊；3)注重课堂学习的PLC；4)教师协作时间。创新特点包括创建由一名年级数学带队教师逐步增长数学知识、获得数学认证、成为课堂学习促进员的课堂能力建设新模式。该项目没有让教师离开教室去承担指导性的任务，而是创造了一种新的分布式年级领导模式，包括一个广泛的教师领导网络，他们留在课堂上，他们的专业精神受到同事和管理层的高度尊重，他们指导同龄人提高教学水平，他们的领导是这种专业精神的自然结果，而不是地区任命的职位。在该大学，课程研究正在被引入职前教师教育计划，由从事为职前小学教师教授数学课程的课程研究的数学教师，以及在证书计划中利用数学和科学方法课程的课程学习模式的教育教师。本研究从数学内容和教学知识、学生目标结构、教学方法和改进教学方法、数学教学自我效能感、课堂教学绩效五个变量对学生数学成绩、数学学习自我效能感、目标定向和目标结构知觉的预测程度进行了研究。

Mathematical ACES: Algebraic Concepts for Elementary Students (ACES), is a partnership between California State University, San Bernardino (CSUSB) and Ontario Montclair Elementary School District (OMSD). Supporting partners include the CSUSB Center for the Enhancement of Mathematics Education and THINK Together, a non-profit provider of after-school programs. To improve student success in 8th grade algebra, ACES is targeting the critical juncture in the mathematics education continuum as students move from elementary concepts to algebra. The vision is to create and sustain professional learning communities (PLCs) who work collaboratively to provide high quality instruction and continuously improve mathematics instruction. Teachers develop a view of math as exciting and interesting and gain a broad and deep understanding of the curriculum within and across grade levels. ACES is developing a distributed, classroom-based, cadre of 60 grade-level teacher leaders who adopt math as their area of expertise and provide math leadership to colleagues. Project goals include: 1) increase the mathematics understanding and achievement of (grades 4-8) students; 2) increase teachers' mathematical conceptual content knowledge, pedagogical content knowledge, and effective application of pedagogical skills; 3) cultivate replicable cultural and systemic changes that result in continuous improvement of mathematics instruction; and 4) conduct empirical research to increase evidence-based contributions to the teaching and learning knowledge base. Program components include: 1) intensive summer institutes; 2) monthly workshops; 3) PLCs focused on use of lesson study; and 4) teacher collaboration time. Innovative features include creating a new model for classroom-based capacity building in which a cadre of grade-level mathematics lead teachers gradually increase their mathematics knowledge, earn mathematics certification, and become lesson study facilitators. Instead of removing teachers from the classroom to assume coaching type assignments, the program creates a new model for distributed grade-level leadership involving a widespread network of teacher leaders who remain in the classroom, whose professionalism is highly respected by their colleagues and administration, who guide their peers in enhancing their teaching, and whose leadership is a natural outcome of this professionalism rather than a district-appointed position. At the university, lesson study is being introduced into the pre-service teacher education program by math faculty engaging in lesson study for teaching math courses to pre-service elementary teachers, and education faculty utilizing a lesson study model for math and science methods courses in the credential program. The research focuses on the degree to which teacher variables of mathematics content and pedagogical knowledge, goal structure for students, approach to instruction and to improving instruction, self-efficacy to teach mathematics, and classroom teaching performance predict student mathematics achievement, self-efficacy to do mathematics, goals orientation, and perceptions of goal structure.