Transforming Developmental Mathematics Education in Partnership with Teacher Preparation

与教师准备合作改革发展数学教育，目标是发展数学课程（DMC）的学生，同时加强未来中学数学教师（PSMTs）的准备。几乎40%的美国本科生至少参加一次DMC（Attewell等人，2006年）。越来越多的技术，如自适应基于网络的辅导系统被用来教DMC。然而，研究表明，支持学生协作的方法对于学生在DMC中取得成功至关重要（Hodera，2011）。该项目实施和评估的混合结构，PSMTs教DMC，测试的假设，即学生注册在DMC，教使用基于研究的材料和方法，表现更好的数学能力的措施比学生不这样的类。一个核心特征是，PSMT，由经验丰富的数学教育工作者指导，并使用基于研究的材料和方法，承担教学DMC的部分责任。评估该模式成效的措施包括：评估学生的数学能力;调查和访问学生对数学的兴趣和自我效能;录下小学数学教师的教学录像、对教学的自我反思，以及访问学生如何从中学数学教师的教学经验中学习。1）贡献的混合结构，最大限度地发挥潜力的基于网络的，适应性辅导与面对面的教学在DMC的文献不足; 2）为DMC的材料，提供指导教师实施教学模式的发展。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成果，增加STEM的参与，并为教师队伍做出贡献，使他们更好地准备好教那些在数学上挣扎的学生。

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.