权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

REU Site: PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students

REU 网站：PATHWAYS - 让有抱负的教师做好假设帮助年轻学生的方法的准备

基本信息

批准号：
1658968
负责人：
Randall Groth
金额：
$ 28.79万
依托单位：
Salisbury University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-05-01 至 2023-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1658968&HistoricalAwards=false
关键词：
REU Site PATHWAYS Preparing Aspiring

项目摘要

The country is in need of more skilled mathematics teachers and mathematics education researchers. This project, PATHWAYS, will address this need and provide undergraduate students from teacher preparation programs with a structured experience in which they teach small groups of children and explore the impact of their instruction on the children's mathematical learning. The undergraduate students will benefit from intensive, systematic reflection on their instructional practices, and the children involved will benefit from the opportunity to participate in lessons that transcend the boundaries of conventional mathematics instruction in the United States. Salisbury University will host eight undergraduate students for 10 weeks during the summer to do mathematics education research regarding how students effectively learn mathematics in the K-12 setting. The overarching goals of PATHWAYS are to help undergraduate students develop formative assessment techniques vital to becoming accomplished teachers and to motivate graduate study in mathematics education. Undergraduate students will work in pairs, mentored by faculty, and each pair will pose mathematics tasks to groups of four children during weekly instructional sessions. The sessions will be video recorded and children's written work will be retained. Each undergraduate pair will collaboratively analyze data from each session. Each week's data analysis will determine the mathematical learning goals and instructional methods for the next week. Undergraduate students will submit weekly reports describing children's learning and cumulative case study reports describing the path of the children's learning under the instructional sequences they designed. PATHWAYS will provide a model of how undergraduate research can help develop the human resources needed to support the conduct of mathematics education research. This Research Experiences for Undergraduates (REU) project is funded by NSF's Robert Noyce Teacher Scholarship (Noyce) and EHR Core Research (ECR) programs in recognition of its alignment with the teacher preparation goals of the Noyce program and the fundamental research goals of the ECR program.

这个国家需要更多熟练的数学教师和数学教育研究人员。这个名为路径的项目将满足这一需求，并为教师培训项目的本科生提供一种结构化的体验，在这种体验中，他们将教授一小群孩子，并探索他们的指导对孩子们数学学习的影响。本科生将受益于对他们的教学实践进行深入、系统的反思，参与其中的孩子将受益于参加超越美国传统数学教学界限的课程。索尔兹伯里大学将在夏季招收8名本科生，为期10周，就学生如何在K-12阶段有效地学习数学进行数学教育研究。路径的总体目标是帮助本科生发展形成性评估技术，这对成为有成就的教师至关重要，并促进数学教育中的研究生学习。本科生将在教师的指导下结对工作，每对学生将在每周的教学会议上向四个孩子一组提出数学任务。会议将被录像，儿童的书面作业将被保留。每对本科生将协作分析每节课的数据。每周的数据分析将确定下一周的数学学习目标和教学方法。本科生将提交描述儿童学习情况的每周报告和描述他们设计的教学序列下儿童学习路径的累积案例研究报告。路径将提供一个模式，说明本科生研究如何帮助开发所需的人力资源，以支持数学教育研究的进行。本科生研究经验(REU)项目由NSF的罗伯特·诺伊斯教师奖学金(NOYCE)和EHR核心研究(ECR)计划资助，以表彰其与NOYCE计划的教师培养目标和ECR计划的基础研究目标的一致性。