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

通过美国国家科学基金会创新团队学习计划(i-Corps L)，该项目将开发方法，以增加专业发展计划的规模和影响，帮助教师提高贫困背景学生的数学技能。具有特定经济背景的孩子在毕业时面临的挑战比仅仅通过课程并获得好成绩更大。为了解决这个问题，通过思考和思考数学或“债务-M”计划为公平设计提供了一个有意义的解决方案，帮助教师和学校与被边缘化的学生群体建立联系。Debt-M帮助教师建立独特的理解和技能，在课堂上支持弱势学生。来自城市环境的学生尤其面临着适应教育系统的挑战，这些教育系统通常对他们不利，并阻碍他们认为自己是有能力和成功的数学学生。Debt-M专注于在数学教师周围创建成功的专业社区，这样他们就可以接触到并帮助他们的困难学生取得成功。专业发展计划可以提高个别教育工作者的技能。然而，在帮助K-12学区解决系统性问题方面，仅有专业发展是不够的。诸如种族平等、满足特殊人群的需求以及克服与贫困相关的教育障碍等系统性和组织性问题需要更复杂程度的变革。Debt-M创新提供了一种系统的方法，与目标城市地区合作，确定、提高认识并逐步影响这些组织和教学挑战。Debt-M项目为地区团队建立了基础经验，支持地区发现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，各地区已被证明能够与强调合作解决所确定问题的后续行动相结合。共同界定成功的衡量标准以及评估影响和变化对债务管理进程也是至关重要的。通过I-Corps L，教育发展中心将致力于将Debt-M的好处扩大到更多的K-12教师，并制定方法，以自给自足的方式维持该计划。

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.