I-Corps L: Implementing Systemic Change around Equity in Mathematics

通过美国国家科学基金会创新学习团计划（I-Corps L），该项目将开发方法来扩大专业发展计划的规模和影响，帮助教师提高来自弱势背景的学生的数学技能。来自某些经济背景的孩子在毕业时面临的挑战比仅仅通过课程和取得好成绩更大。为了解决这一问题，“通过思考数学实现公平设计”（DEbT-M）项目提供了一个有意义的解决方案，帮助教师和学校与边缘化学生群体建立联系。DEbT-M帮助教师建立独特的理解和技能，以支持课堂上的弱势学生。来自城市环境的学生尤其面临着教育体系的挑战，这种教育体系通常不利于他们，并阻碍他们将自己视为有能力和成功的数学学生。DEbT-M专注于围绕数学教师创建成功的专业社区，以便他们能够接触并帮助苦苦挣扎的学生取得成功。专业发展计划可以提高个别教育工作者的技能。然而，仅靠专业发展不足以帮助K-12学区解决系统性问题。诸如种族平等、满足特殊人口的需要和克服与贫穷有关的教育障碍等系统和组织问题需要更复杂的变革。DEbT-M创新提供了一种系统的方法来识别、提高对这些组织和教学挑战的认识，并与目标城市地区合作，逐步影响这些挑战。债务- m计划为地区团队建立了基础经验，支持地区揭露系统性不平等，并确定其系统内的关键杠杆领域。有了这方面的知识，地区已被证明能够配合强调合作以解决已确定问题的后续行动。对成功措施的联合定义以及对影响和变化的评估对债务- m进程也是必不可少的。通过I-Corps L，教育发展中心（EDC）将努力使更多的K-12教师受益于“债务- m”项目，并制定方法以自给自足的方式维持该项目。

Through the NSF Innovation Corps for Learning Program, (I-Corps L), this project will develop ways to increase the scale and impact of a professional development program that helps teachers to improve the mathematics skills of students from disadvantaged backgrounds. Children from certain economic backgrounds face greater challenges in graduating from school than just passing classes and earning good grades. To address this problem, the Designing for Equity by Thinking in and about Mathematics or "DEbT-M" program provides a meaningful solution to helping teachers and schools connect with marginalized student populations. DEbT-M helps teachers build the unique understandings and skills to support disadvantaged students in their classrooms. Students from urban settings in particular face challenges navigating educational systems that typically disadvantage and inhibit them from coming to see themselves as capable and successful students of mathematics. DEbT-M focuses on creating successful professional communities around mathematics teachers so they can reach and assist their struggling student to succeed.Professional development programs can improve the skills of individual educators. However professional development alone has been insufficient in helping K-12 districts solve systemic problems. Systemic and organizational issues such as racial equity, meeting needs of special populations, and overcoming educational obstacles associated with poverty require more complex levels of change. The DEbT-M innovation provides a systematic approach to identifying, creating awareness of, and progressively impacting these organizational and teaching challenges in collaboration with target urban districts. The DEbT-M project, has built a foundational experience for district teams that supports districts in uncovering systemic inequity and identifying key leverage areas within their systems. With this knowledge, districts have been shown to be able to act in conjunction with follow-up that emphasizes collaboration to tackle identified issues. Joint definition of measures of success and assessment of impact and change are also essential to the DEbT-M process. Through I-Corps L, the Educational Development Center (EDC) will work to expand the benefits of DebT-M to a greater number of K-12 teachers and develop methods to sustain the program in a self-supporting manner.