Mathematical ACES: Algebraic Concepts for Elementary Students

数学 ACES：小学生的代数概念

• 批准号: 0962778
• 负责人: Davida Fischman
• 金额: $ 778.3万
• 依托单位: University Enterprises Corporation at CSUSB
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2019-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0962778&HistoricalAwards=false
• 关键词: Mathematical; ACES; Algebraic; Concepts; Elementary

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.

数学ACES：小学生代数概念（ACES）是加州州立大学、圣贝纳迪诺（CSUSB）和安大略蒙特克莱尔小学学区（OMSD）之间的合作伙伴关系。 支持合作伙伴包括CSUSB数学教育增强中心和THINK Together，这是一个非营利的课后计划提供者。 为了提高学生在八年级代数的成功，ACES是针对数学教育连续体的关键时刻，学生从基本概念到代数。 我们的愿景是创建和维持专业学习社区（PLC）谁合作提供高质量的教学和不断提高数学教学。教师发展数学的观点是令人兴奋和有趣的，并获得广泛和深入的了解课程内和跨年级。ACES正在开发一个分布式的，以课堂为基础的，由60名年级教师领导组成的骨干队伍，他们将数学作为自己的专业领域，并为同事提供数学领导。 项目目标包括：1）提高学生的数学理解和成绩（4-8年级）学生; 2）增加教师的数学概念内容知识、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革，从而不断改进数学教学;以及4）进行实证研究，以增加基于证据的教学和学习知识库的贡献。方案组成部分包括：1）密集的夏季学院; 2）每月讲习班; 3）PLC侧重于使用课程研究;和4）教师合作时间。 创新的特点包括创建一个新的模式，以课堂为基础的能力建设，其中一个干部级的数学领导教师逐渐增加他们的数学知识，获得数学认证，并成为课程研究促进者。 该计划不是将教师从教室中删除以承担教练类型的任务，而是为分布式年级领导创建了一个新模式，涉及留在教室的教师领导者的广泛网络，他们的专业精神受到同事和管理人员的高度尊重，他们指导同行加强教学，他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。 在大学，课程研究正在被引入职前教师教育计划，数学教师从事课程研究，教授数学课程给职前小学教师，教育教师利用课程研究模型，数学和科学方法课程的证书计划。 本研究的重点是在何种程度上教师变量的数学内容和教学知识，学生的目标结构，教学方法和改进教学，自我效能感教数学，和课堂教学表现预测学生的数学成绩，自我效能感做数学，目标取向，目标结构的看法。