A Partnership for the Improvement of Secondary Mathematics Teacher Preparation in the Common Core Era

共同核心时代提高中学数学教师准备的伙伴关系

• 批准号: 1147987
• 负责人: Howard GOBSTEIN
• 金额: $ 19.99万
• 依托单位: Association of Public and Land-Grant Universities
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1147987&HistoricalAwards=false
• 关键词: Partnership; Improvement; Secondary; Mathematics; Teacher

This RAPID project responds to the new Common Core State Standards for Mathematics (CCSS-M), a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers. The CCSS-M brings both unprecedented opportunities and significant challenges for institutions of higher education. They prompt the need for secondary mathematics teacher preparation programs to address changes in the knowledge that teachers need - both in mathematical content and in instructional approaches. Content challenges include topics and approaches in the content standards in the CCSS-M that are not commonly addressed in mathematics content classes taken by prospective teachers; examples include transformational geometry and inferential statistics. The CCSS-M's Standards for Mathematical Practice imply the need for adjustments in how mathematics content courses are taught so that prospective teachers develop a strong grounding in these practices. Similarly, methods courses will need to include attention to instructional practices that ensure K-12 students achieve the CCSS-M content and practice standards. In addition, programs need to work with K-12 institutions to align field experiences around the CCSS-M. Ultimately, significant changes will be necessary in the experiences that preservice secondary mathematics teachers are provided in their teacher preparation programs to ensure that they are prepared to teach the CCSS-M.The RAPID work involves development of a partnership of universities, K-12 education, and other stakeholders to begin collaboration on the curriculum research and development needed to ensure that secondary mathematics teacher education programs effectively prepare secondary mathematics teachers to teach the CCSS-M. Leading the effort is the Science and Mathematics Teacher Imperative (SMTI), a coalition of 125 public research institutions organized by the Association of Public and Land-grant Universities to stimulate high quality STEM teacher preparation and enhance learning across specific programs and approaches. Universities will qualify as partners in this CCSS-M initiative based on their commitment to engage in "ground-up" redesign of their program. Criteria for partnership include: (a) administrative support from the provost, deans of relevant colleges/schools (e.g., Education; Arts and Sciences), and department heads (e.g., Mathematics, Curriculum and Instruction), (b) established collaborations with one or more K-12 school districts, and (c) the existence of a team of mathematicians, mathematics educators, and affiliated K-12 school personnel committed to work on the initiative. Partners agree to participate in the development and testing of courses, units, tools, instructional approaches, and assessments useful in the redesign of their secondary mathematics teacher preparation programs. A major activity of the RAPID is a conference that will bring partners together to further define the full scope of work for institutional change, including defining characteristics of effective teacher preparation and identifying priorities for action in redefining secondary mathematics teacher preparation. A key product of the conference is a report that outlines findings of the attendees and forms the basis for a subsequent research and development path for redesign of teacher preparation programs to be developed by 7-9 core institution of higher education along with their K-12 partners. This report will be distributed to the larger community, including individuals within institutions of the SMTI as well as non-SMTI members, both for reaction and for consideration as a framework for their teacher preparation programs.

RAPID项目响应了新的州数学共同核心标准（CCSS-M），该标准由各州领导，由全国州长协会和州首席学校官理事会协调。CCSS-M给高等教育机构带来了前所未有的机遇和重大挑战。它们促使中学数学教师准备计划的必要性，以解决教师所需知识的变化——包括数学内容和教学方法。内容挑战包括CCSS-M内容标准中的主题和方法，这些主题和方法通常不会在未来教师所参加的数学内容课程中得到解决；例子包括变换几何和推理统计。CCSS-M的数学实践标准意味着需要调整数学内容课程的教学方式，以便未来的教师在这些实践中打下坚实的基础。同样，方法课程也需要关注教学实践，以确保K-12学生达到CCSS-M的内容和实践标准。此外，项目需要与K-12院校合作，围绕CCSS-M整合实地经验。最终，在职中学数学教师在他们的教师准备计划中所获得的经验将有必要发生重大变化，以确保他们为教授CCSS-M做好准备。RAPID的工作包括发展大学、K-12教育和其他利益相关者之间的伙伴关系，开始在课程研究和开发方面开展合作，以确保中学数学教师教育项目有效地为中学数学教师教授CCSS-M做好准备。领导这项工作的是科学和数学教师要求（SMTI），这是一个由公立和赠地大学协会组织的125个公共研究机构的联盟，旨在促进高质量的STEM教师培养，并加强具体项目和方法的学习。大学将有资格成为CCSS-M计划的合作伙伴，这取决于他们承诺“从头开始”重新设计他们的项目。合作的标准包括：(a)教务长、相关学院/学校的院长（如教育、艺术和科学）和部门负责人（如数学、课程和教学）的行政支持，(b)与一个或多个K-12学区建立了合作关系，(c)存在一个由数学家、数学教育家和附属K-12学校人员组成的团队，致力于这项倡议的工作。合作伙伴同意参与课程、单元、工具、教学方法和评估的开发和测试，以重新设计其中学数学教师培训计划。RAPID的一项主要活动是召开一次会议，将各合作伙伴聚集在一起，进一步确定机构变革的全部工作范围，包括确定有效教师培训的特征，并确定重新定义中学数学教师培训的行动重点。会议的一个重要成果是一份报告，该报告概述了与会者的发现，并为7-9所高等教育核心机构及其K-12合作伙伴开发的教师准备计划的后续研究和开发路径奠定了基础。该报告将分发给更大的社区，包括SMTI机构内的个人以及非SMTI成员，以供反应和考虑作为他们教师培训计划的框架。