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

路径有两个主要目标：(1)培养以研究人员的心态对待课堂的数学教师，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式数学教育研究，从而为参与数学教育研究生项目提供基础。这个REU网站让本科生参与为K-12学生设计和测试教学课程，每年夏天，来自索尔兹伯里大学(SU)、马里兰大学东岸分校和WOR-WIC社区学院的八名本科生在SU教师导师的指导下结对工作。每组每组每周与四名K-12学生会面一次，进行暑期数学教学。苏老师的导师帮助本科生分析每节课的教学效果。每周的分析确定了下一周的数学学习目标和教学方法。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，描述他们设计的教学干预下K-12学生的学习轨迹。这些累积报告有助于测试、扩展和提炼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材料的对话记录以及他们在在线培训模块内容评估中的分数，对K-12学生的诊断访谈以及所有教学环节的录像，以及本科生每周和最终关于K-12学生进展的总结报告。在密集的暑期体验结束时，使用本科生研究型学生自我评估(URSSA)来定量分析路径对本科生作为研究者的发展的影响。民意调查是对Path本科生、他们指导的K-12学生以及K-12学生的家长进行的，以确定该计划的优势和劣势。该项目的长期影响是通过跟踪调查来评估的，这些调查询问了那些完成路径体验的人的毕业状况和职业目标。PATHWAYS覆盖了多个社区。本科生与K-12学生合作的结构化方式提供了正规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水平的数据，以支持和挑战现有的已发表的学习进展。Path为当地社区服务，为K-12年级的儿童提供暑期数学指导。项目成果旨在提供更有力的理解，了解教师如何在共同核心国家标准下帮助发展儿童的数学思维，以及本科生和他们的苏导师通过会议和同行评议的出版物向广大学者传播这些思想。

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.