Integrating Technology-Rich Instruction of Urban Students into the Secondary Education-Mathematics Curriculum

将城市学生的技术丰富的教学纳入中等教育数学课程

• 批准号: 1140443
• 负责人: Courtney Nagle
• 金额: $ 15.99万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140443&HistoricalAwards=false
• 关键词: Integrating; Technology; Rich; Instruction; Urban

This project team is collaborating with an urban school district to enable mathematics education majors to gain experiences teaching technology-rich mathematics lessons to inner-city students in a model classroom at the PI's institution. Existing mathematics methods courses are being restructured to emphasize applying the course content within the context of preparing and teaching lessons to students visiting from the local school district. The intellectual merit of the project rests on three components: 1) providing undergraduates early experiences in teaching diverse student populations; 2) linking mathematics education theory with practice; and 3) promoting effective use of technology to advance mathematical reasoning and sense making in students. In addition, the investigating team is examining the impact of the restructured courses and model technology classroom on: i) the beliefs of the undergraduate mathematics education students about teaching in an urban setting, ii) their knowledge of technology and implementation strategies, and iii) their ability to link educational theories and classroom practices. The publication and presentation of findings from this work are contributing to the project's broader impacts by informing other undergraduate education programs and providing a model for how to provide preservice teachers with early, authentic experiences teaching with technology. Moreover, the participating students in the Erie School District are benefitting from engaging mathematics lessons and opportunities to visit a college campus. Finally, collaborating teachers in the local school districts are gaining valuable in-service professional development through their exposure to effective examples of implementations of technology-enriched mathematics lessons.

该项目团队正在与一个城市学区合作，使数学教育专业的学生能够在PI所在机构的一个示范教室中获得向市中心学生教授技术丰富的数学课程的经验。现有的数学方法课程正在进行结构调整，以强调在准备和教学课程的背景下应用课程内容，以便从当地学区来访的学生。该项目的智力价值在于三个组成部分：1)为本科生提供早期教学不同学生群体的经验；2)数学教育理论联系实际；3)促进有效地利用技术来提高学生的数学推理和理解能力。此外，调查小组正在研究重组课程和示范技术课堂对以下方面的影响：1)本科数学教育学生对城市环境下教学的信念；2)他们的技术知识和实施策略；3)他们将教育理论与课堂实践联系起来的能力。这项工作成果的发表和展示有助于项目产生更广泛的影响，为其他本科教育项目提供了信息，并为如何为职前教师提供早期、真实的技术教学体验提供了一个模型。此外，伊利学区的参与学生还受益于引人入胜的数学课程和参观大学校园的机会。最后，当地学区的合作教师通过接触技术丰富的数学课程的有效实施实例，获得了宝贵的在职专业发展。