Transforming Developmental Mathematics Education in Partnership with Teacher Preparation

与教师准备合作转变发展数学教育

基本信息

批准号：
1245402
负责人：
Kristen Bieda
金额：
$ 19.47万
依托单位：
Michigan State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2013
资助国家：
美国
起止时间：
2013-09-15 至 2016-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245402&HistoricalAwards=false
关键词：
Transforming Developmental Mathematics Education Partnership

项目摘要

Transforming Developmental Mathematics Education in Partnership with Teacher Preparation targets students in developmental mathematics courses (DMCs) while strengthening preparation of prospective secondary mathematics teachers (PSMTs). Almost 40% of U.S. undergraduates take at least one DMC (Attewell et al., 2006). Increasingly, technologies like adaptive web-based tutoring systems are used to teach DMCs. Research shows, however, that methods supporting student collaboration are essential for student success in DMCs (Hodera, 2011). This project implements and evaluates a hybrid structure where PSMTs teach DMCs, testing the hypothesis that students enrolled in DMCs, taught using research-based materials and methods, perform better on measures of mathematical proficiency than students not in such classes. A core feature is that PSMTs, mentored by experienced mathematics educators and using research-based materials and methods, assume responsibility for teaching sections of a DMC. Measures to assess the efficacy of this model include: pre-and post-assessments of students' mathematical proficiency; surveys and interviews soliciting students' interest and self-efficacy in mathematics; video records of PSMTs' instruction, self-reflections about their teaching, and interviews about learning to teach through this experience.The intellectual merits of this project are two-fold: 1) contribution to the scant literature on hybrid structures that maximize the potential of web-based, adaptive tutoring with face-to-face instruction in DMCs; and 2) development of materials for DMCs that provide guidance to instructors for implementing the instructional model. As a result of disseminating these materials, broader impacts include improved outcomes for under-represented groups, increased STEM participation, and contributions to a teaching force better prepared to teach students who have struggled in mathematics.

与教师准备的合作转变发展数学教育的目标是学生参加发展数学课程（DMC），同时加强了前瞻性二级数学教师（PSMTS）的准备。几乎40％的美国大学生至少服用了一个DMC（Attewell等，2006）。越来越多的技术使用基于自适应的辅导系统来教授DMC。但是，研究表明，支持学生合作的方法对于学生在DMC中的成功至关重要（Hodera，2011年）。该项目实施并评估了PSMT教授DMC的混合结构，并测试了以下假设：与不在此类课程的学生相比，使用基于研究的材料和方法教授的学生使用基于研究的材料和方法教授的数学水平的度量更好。一个核心特征是，经验丰富的数学教育者和使用基于研究的材料和方法的PSMT负责DMC的教学部分负责。评估该模型功效的措施包括：学生数学能力的评估前后；调查和访谈在数学中征求学生的兴趣和自我效能感； PSMTS教学的视频记录，有关其教学的自我反思以及有关通过这一经验进行教学的访谈。该项目的智力优点是两倍：1）对有关混合结构的不足文献的贡献，这些文献对基于Web的基于Web的，自适应辅助的潜在，并在DMC中进行面对面的教学。 2）开发DMC的材料，为实施教学模型提供指导的指导。由于传播这些材料，更广泛的影响包括改善代表性不足的群体的结果，增加的STEM参与以及对教学人员的贡献，以便更好地教授在数学上挣扎的学生。