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：增加成为中学数学教师的多元化和低收入 STEM 专业的数量。

• 批准号: 1439779
• 负责人: Richard Kitchen
• 金额: $ 35万
• 依托单位: University of Denver
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439779&HistoricalAwards=false
• 关键词: Access; Mathematics; Increasing; number; diverse

"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.

“全民数学教育”（AMA）支持奥罗拉社区学院（CCA）和丹佛大学（DU）之间的新兴合作伙伴关系，共同开发一个数学教育项目，专门为代表性不足的少数族裔和低收入家庭的数学专业学生提供在高需求学校任教的机会。历史上被边缘化的人群缺乏获得高质量和严格的数学教育的机会，其遗留问题是，这些群体在STEM教育、学位和职业方面的代表性一直明显不足。AMA的主要目标是发展杜顿大学的能力，以显著增加从杜顿大学毕业的具有数学学位、硕士学位和中学数学教师执照的不同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建一个学术管道，以便他们转到DU学习数学专业，并最终成为中学的数学教师。该计划将遵循以下五项指导原则：(a)由训练有素和敬业的教师提供顾及学生背景和需要的教学；(b)为学生提供学术支持，以发展他们的智力和对数学能力的信心；(c)为学生融入杜大社区提供社会支持；(d)让学生不断接触到成功的（学生和教师）榜样；（五）对学生成绩的表彰和庆祝。该项目将通过在CCA和DU之间建立数学管道来解决STEM中多元化和低收入学生的代表性不足问题。在这个项目的早期阶段将开发三门课程。前两门课程，即“向大学微积分过渡”课程和数学中的证明/逻辑课程，之所以被特别选中，是因为这两门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“顶点”课程。所有这些课程的目标都是培养学生在解决问题和与同龄人分享和发展数学思想时的数学推理能力。该项目的一个工作假设是，通过让学生参与教学，通过话语模型来发展数学推理，学生将学会如何实施这种教学，这将使他们在开始教学时受益。每门课程都将包括向英语学习者（ELLs）教授数学的最佳实践的指导，并将利用为DU现有的两个项目（志愿者合作项目（VIP）和多元文化卓越中心（MCE））的学生提供的广泛的社会和经济支持。VIP项目为低收入家庭的学生提供财政支持，这些学生承诺全年在当地高中做志愿者。此外，CCA将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研究员还将在参与的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成为高需求学校的有效教师。该项目将启动一项研究，以了解招聘、留住和毕业于高需求学校的数学专业的不同学生和低收入学生的复杂性。它还将启动一项针对不同低收入家庭学生的纵向研究，以确定最佳的招生策略，并获得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访谈。