Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

鉴于采用了更严格的数学标准，美国学区迫切需要改善对那些在标准化评估方面达不到熟练程度的有困难的学习者的教学。为了应对成绩不佳的情况，一个常见的学区解决方案是增加数学干预班，旨在为有困难的学生提供时间，进行更密集和有针对性的教学。研究人员已经开始确定有效的数学干预实践，但很少有研究检验干预教师是否真的对学生实施了这些方法。关于干预课堂时间是如何利用的，强调了哪些数学内容，采用了哪些循证教学实践，教师面临着哪些挑战，我们知之甚少。本项目的目的是通过关注数学干预课堂上的教学质量，改善对有困难的学习者的数学教学。调查人员将对教师和地区领导人进行观察和面谈，以了解当前的做法和挑战。随后，将对300名教师进行全国性调查，以记录全国各地在提供数学干预方面的挑战。该项目的最后一个方面是根据该项目早期阶段确定的需求，设计数学干预教师的专业发展。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学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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努力的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。

Given the adoption of more rigorous mathematics standards, U.S. school districts face a pressing need to improve instruction for struggling learners who are not reaching proficiency on standardized assessments. In response to low performance, a common district solution is to add mathematics intervention classes which aim to provide struggling students with time for more intensive and targeted instruction. Researchers have begun to identify effective mathematics intervention practices, but few studies have examined if intervention teachers are actually implementing these approaches with students. Very little is known about how intervention class time is spent, what mathematics content is emphasized, which evidence-based instructional practices are used, and what challenges are faced by teachers.The purpose of this project is to improve mathematics instruction for struggling learners by focusing on the quality of instruction occurring in mathematics intervention classrooms. The investigators will conduct observations and interviews with teachers and district leaders to understand current practices and challenges. This will be followed by a national survey of 300 teachers to document challenges across the country in terms of providing mathematics intervention. The final aspect of the project involves the design of professional development for mathematics intervention teachers based on the needs identified in the earlier phases of the project. 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.