Access in Mathematics for All: Increasing the number of diverse and low-income STEM majors who become secondary school mathematics teachers.

“普及数学教育”(AMA)支持奥罗拉社区学院(CCA)和丹佛大学(DU)之间正在形成的合作伙伴关系，旨在制定一项数学教育计划，专门为未被充分代表的少数族裔和数学专业的低收入学生提供在高需求学校任教的机会和机会。历史上处于边缘地位的人口得不到高质量和严格的数学教育的后遗症是，这些群体在STEM教育、学位和职业方面的代表性一直很低。AMA的主要目标是发展杜克大学的能力，显著增加杜克大学毕业后拥有数学学位、中学数学硕士学位和教师执照的多样化和低收入学生的数量。第二个目标是为在CCA完成大量数学课程的学生创造一个学术渠道，让他们转到DU作为数学专业并最终成为中学的数学教师。该项目将遵循以下五项指导原则：(A)由训练有素且敬业的教师进行的教学考虑到学生的背景和需求；(B)为学生的智力发展和对其数学能力的信心提供学术支持；(C)为学生融入DU社区提供社会支持；(D)学生不断获得成功的(学生和教师)榜样；以及(E)对学生成绩的表彰和庆祝。该项目将通过在共同国家评估和杜伦大学之间建立一个数学渠道，解决STEM中不同类型和低收入学生比例偏低的问题。在该项目的早期阶段将开发三个课程。前两门课程是“向大学微积分过渡”课程和数学证明/逻辑课程，之所以被特别选中，是因为这些课程的成功对数学专业学生未来的成功至关重要。第三门课程是中学数学的“顶峰”课程。所有这些课程的目标都是在学生解决问题并与同龄人分享和发展数学思想时培养他们的数学推理能力。该项目的一个可行假设是，通过让学生参与到通过话语模拟数学推理发展的教学中，学生将学习如何实施这种教学，这将使他们在开始教学时受益。这些课程中的每一个都将包括向英语学习者(ELL)教授数学的最佳实践，并将利用DU现有的两个项目--伙伴关系志愿者计划(VIP)和多元文化卓越中心(MCE)--为学生提供的广泛的社会和财政支持。VIP计划为承诺在当地高中志愿工作一整年的低收入学生提供经济支持。此外，将在CCA成立一个数学俱乐部，这个新俱乐部的成员将在奥罗拉学校进行补充教学。AMA会员还将在参与的VIP高中担任志愿者。AMA会员将通过VIP和CCA数学俱乐部体验的服务活动将帮助他们准备成为高需求学校的有效教师。该项目将启动一项研究性研究，以了解招聘、留住和毕业数学专业的不同学生和低收入学生以便成为高需求学校的中学数学教师所涉及的复杂性。它还将启动一项针对不同低收入学生的纵向研究，以确定最佳招生策略，并了解学生对哪些项目活动最有益的看法。这将包括与学生的个人和焦点小组面谈。

"Access in Mathematics for All" (AMA) supports an emerging partnership between the Community College of Aurora (CCA) and the University of Denver (DU) to develop a program in mathematics education designed specifically to improve access and opportunities for underrepresented racial and ethnic minorities and low-income students who are mathematics majors, to teach in high-need schools. The legacy of a lack of access to a high quality and rigorous education in mathematics for historically marginalized populations is that these groups are significantly and consistently underrepresented in STEM education, degrees, and careers. The primary goal of AMA is to develop capacity at DU to significantly increase the number of diverse and low-income students graduating from DU with a degree in mathematics and a master's degree and teaching license in secondary mathematics. A secondary goal is to create an academic pipeline for students at CCA who have finished substantial mathematics coursework to transfer to DU as a mathematics major and eventually become mathematics teachers in secondary schools.The project will be directed by the following five guiding principles: (a) instruction that is considerate of students' backgrounds and needs carried out by well-trained and dedicated faculty; (b) academic support for students to develop intellectually as well as confidence in their mathematical abilities; (c) social support for students to be integrated into the DU community; (d) ongoing student access to successful (student and faculty) role models; and (e) recognition and celebration of students' achievements. This project will address the underrepresentation of diverse and low-income students in STEM by creating a mathematical pipeline between CCA and DU. Three courses will be developed in the early stages of this project. The first two courses, a "transition to college calculus" course, and a proofs/logic course in mathematics, have specifically been selected because success in these courses is critical to the future success of mathematics majors. The third course is a "capstone" course in secondary mathematics. A goal in all of these courses will be to foster students' mathematical reasoning as they solve problems and share and develop mathematical ideas with peers. A working hypothesis of the project is that through engaging students in instruction in which the development of mathematical reasoning through discourse is modeled, students will learn how to implement such instruction and this will benefit them when they start teaching. Each of these courses will include instruction in best practices for teaching mathematics to English language learners (ELLs) and will leverage the extensive social and financial support provided for students in two existing DU programs, the Volunteers in Partnership (VIP) program and the Center for Multicultural Excellence (MCE). The VIP program provides financial support for low-income students who commit to working on a volunteer basis in local high schools through the year. In addition, a Math Club at CCA will be initiated and members of this new club will carry out supplemental instruction in Aurora schools. AMA Fellows will also serve as volunteers in participating VIP high schools. The service activities that AMA Fellows will experience through VIP and the CCA Math Club will help prepare them to be effective teachers in high-need schools. This project will initiate a research study to understand the complexities associated with recruiting, retaining, and graduating diverse students and low-income students who major in mathematics in order to become secondary mathematics teachers in high-need schools. It will also initiate a longitudinal study of diverse, low-income students to determine best strategies for recruitment as well as obtaining student perspectives of what program activities are most beneficial. This will involve individual and focus group interviews with the students.