REU Site: PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students

路径有两个主要目标：（1）培养数学教师，他们以研究者的心态进入课堂，根据经验数据做出教学决策;（2）让有抱负的数学教师参与系统的正规数学教育研究，从而为参与数学教育研究生课程奠定基础。这个REU网站涉及本科生在设计和测试的教学课程的K-12学生，每年夏天，八个本科生从索尔兹伯里大学（SU），马里兰州东海岸大学，和沃尔-维克社区学院的工作对SU教师导师的指导下。每对每周与一组四名K-12学生会面一次，进行夏季数学教学。SU教师导师帮助本科生分析每节课的教学效果。每周的分析为下周的数学学习目标和教学方法设定了目标。本科生每周提交一份报告，描述K-12学生的学习情况，并提交一份累积报告，描述K-12学生在他们设计的教学干预措施下的学习轨迹。累积报告有助于测试、扩展和完善当前数学教育研究中关于学习轨迹的研究。本项目期间使用的各种定性数据来源包括参与者关于指定阅读的对话记录和他们在在线培训模块内容评估中的得分，K-12学生诊断访谈的视频记录以及所有教学会议，以及本科生关于K-12学生进度的每周和期末总结报告。 本科生研究学生自我评估（URSSA）是在密集的夏季经验结束时使用的，以定量分析路径对本科生的发展作为研究人员的影响。意见调查管理路径本科生，他们指导的K-12学生，和K-12学生的家长，以确定该计划的优势和劣势。该项目的长期影响是通过后续调查评估的，调查的是那些完成了路径经验的人的毕业状况和职业目标。本科生与K-12学生合作的结构化方式提供了正式数学教育研究的经验，以鼓励未来的研究生学习。该项目提供了数学教育领域的学生级数据，以支持和挑战现有的已发表的学习进展。PATHWAYS通过为K-12年级的儿童提供夏季数学教学服务于当地社区。项目调查结果旨在提供教师如何帮助发展儿童的数学思维下共同核心国家标准和他们的本科生和他们的SU导师通过会议和同行评议的出版物传播更强大的理解到达学者的社区。

PATHWAYS has two primary objectives: (1) To develop mathematics teachers who approach classrooms with a researcher's mindset, making instructional decisions based on empirical data; (2) To engage aspiring mathematics teachers in systematic formal mathematics education research, thereby providing foundations for participation in mathematics education graduate programs. This REU site involves undergraduates in the design and testing of instructional sessions for K-12 students where each summer, eight undergraduates from Salisbury University (SU), University of Maryland Eastern Shore, and Wor-Wic Community College work in pairs under the guidance of SU faculty mentors. Each pair meets with a group of four K-12 students once per week to give summer mathematics instructional sessions. SU faculty mentors help undergraduates analyze the instructional effectiveness of each session. Each week's analysis sets the mathematical learning goals and instructional methods for the next week. Undergraduates submit weekly reports describing K-12 students' learning and a cumulative report describing the trajectory of K-12 students' learning under the instructional interventions they designed. The cumulative reports help test, extend, and refine current mathematics education research on learning trajectories.Various qualitative data sources used during this project's duration include transcripts of participants' conversations about assigned readings and their scores on online training modules content assessments, video recordings of diagnostic interviews with K-12 students as well as all teaching sessions, and undergraduates' weekly and final summary reports on the progress of the K-12 students. The Undergraduate Research Student Self-Assessment (URSSA) is used at the end of the intensive summer experience to quantitatively analyze the impact of PATHWAYS on undergraduates' development as researchers. Opinion surveys are administered to PATHWAYS undergraduates, the K-12 students they instruct, and the parents of K-12 students to ascertain perceived strengths and weaknesses of the program. The long-term impact of the project is assessed through follow-up surveys inquiring about the graduation status and career goals of those who have completed the PATHWAYS experience.PATHWAYS reaches multiple communities. The structured manner in which undergraduates work with K-12 students provides experience with formal mathematics education research to encourage future graduate study. The project provides the field of mathematics education student-level data to both support and challenge existing published learning progressions. PATHWAYS serves the local community by providing summer mathematics instruction for children in grades K-12. Project findings aim to provide a more robust understanding of how teachers may help develop children's mathematical thinking under the Common Core State Standards and their dissemination by undergraduates and their SU mentors via conferences and peer-reviewed publications reaches the community of scholars at large.