Visual Access to Mathematics: Professional Development for Teachers of English Learners

数学可视化：英语学习者教师的专业发展

• 批准号: 1503057
• 负责人: Pamela Buffington
• 金额: $ 299.7万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503057&HistoricalAwards=false
• 关键词: Visual; Access; Mathematics; Professional; Development

The demands placed on mathematics teachers of all students have increased with the introduction of college and career readiness standards. At the same time, the mathematics achievement of English Language Learners (ELLs) lags behind that of their peers. This project addresses a critical need, developing professional development materials to address the teachers of ELLs. The project will create resources to help teachers build ELLs' mathematical proficiency through the design and development of professional development materials building on visual representations (VRs) for mathematical reasoning across a range of mathematical topics. The project will study how to enhance teachers' pedagogical content knowledge that is critical to fostering ELLs' mathematical problem solving and communication to help support fluency in using VRs among teachers and students. To broaden the participation of students who have traditionally not demonstrated high levels of achievement in mathematics, a critical underpinning to further success in the sciences and engineering, there will need to be greater support for teachers of these students using techniques that have been demonstrated to improve student learning. The project will use an iterative design and development process to develop a blended learning model of professional development on using VRs with a 30-hour face-to-face summer institute and sixteen 2-hour online learning sessions. Teachers and teacher-leaders will help support the development of the professional development materials. A cluster randomized control trial will study the piloting of the materials and their impact on teacher outcomes. Thirty middle schools from Massachusetts and Maine serving high numbers of ELLs, with approximately 120 teachers, will be randomly assigned to receive the treatment or control conditions. Using a two-level random intercepts hierarchical linear model, the study will explore the impact of participation in the professional development on teachers' mathematical knowledge for teaching and instructional practice. The pilot study will also explore the feasibility of delivering the professional development model more broadly. It builds on prior work that has shown efficacy in geometry, but expands the work beyond a single area in mathematics. At the same time, they will test the model for feasibility of broad implementation.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

随着大学和职业准备标准的引入，对所有学生的数学教师的要求有所增加。与此同时，英语学习者的数学成绩落后于同龄人。该项目解决了一个关键的需求，开发专业发展材料，以解决教师的英语学习。该项目将创造资源，帮助教师通过设计和开发基于视觉表示的专业发展材料，建立对一系列数学主题的数学推理能力，以提高英语学习者的数学能力。该项目将研究如何提高教师的教学内容知识，这对培养英语学习者解决数学问题和沟通至关重要，以帮助教师和学生流利地使用虚拟现实。为了扩大那些传统上在数学方面没有表现出高水平成就的学生的参与，这是在科学和工程方面取得进一步成功的关键基础，需要为这些学生的教师提供更多的支持，这些教师使用已被证明可以改善学生学习的技术。该项目将使用迭代设计和开发过程，开发一个混合学习模式的专业发展上使用VR与30小时面对面的暑期研究所和16个2小时的在线学习课程。教师和教师领导将帮助支持专业发展材料的编制。一项分组随机对照试验将研究材料的试点及其对教师成果的影响。来自马萨诸塞州和缅因州的30所中学，大约有120名教师，将被随机分配接受治疗或控制条件。本研究采用两水平随机截取分层线性模型，探讨教师参与专业发展对数学教学知识和教学实践的影响。试点研究还将探讨更广泛地提供专业发展模式的可行性。它建立在先前的工作，已显示出效力的几何，但扩大了工作以外的一个单一领域的数学。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源、模型和工具（RMT），显著提高K-12学生和教师的科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。