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

加强数学干预课程：识别和应对挑战，以改善对学习困难的学生的教学

• 批准号: 1621294
• 负责人: Amy Brodesky
• 金额: $ 164.09万
• 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: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621294&HistoricalAwards=false
• 关键词: Strengthening; Mathematics; Intervention; Classes; Identifying

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.

由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中没有达到熟练程度的苦苦挣扎的学生的教学。为了应对表现不佳的学生，一个常见的学区解决方案是增加数学干预课程，旨在为学习困难的学生提供时间，让他们接受更密集、更有针对性的指导。研究人员已经开始确定有效的数学干预实践，但很少有研究调查干预教师是否真的在学生身上实施这些方法。对于干预课时间是如何使用的，强调什么数学内容，使用了哪些循证教学实践，以及教师面临的挑战，我们知之甚少。本计画的目的是通过关注数学干预课堂的教学质量来改善对困难学习者的数学教学。调查人员将对教师和地区领导进行观察和访谈，以了解当前的做法和挑战。随后将对全国300名教师进行调查，以记录在提供数学干预方面面临的挑战。项目的最后一个方面是根据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项目（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pre -12学生和教师对科学、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，为拟议的项目提供了理论和实证依据。