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

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PATHWAYS的项目将满足这一需求，并为教师培训项目的本科生提供结构化的经验，让他们教授小组儿童，并探索他们的教学对儿童数学学习的影响。本科学生将受益于对其教学实践的密集、系统的反思，而参与其中的孩子将受益于有机会参与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邀请8名本科生进行为期10周的数学教育研究，研究学生如何在K-12课程中有效地学习数学。PATHWAYS的首要目标是帮助本科生发展对成为有成就的教师至关重要的形成性评估技术，并激励研究生学习数学教育。本科生将在教师的指导下结对学习，在每周的教学会议上，每对学生将向四名儿童一组提出数学任务。会议将录像，并保留儿童的书面作业。每对本科生将协作分析每节课的数据。每周的数据分析将决定下一周的数学学习目标和教学方法。本科生将提交描述孩子学习情况的每周报告和描述孩子在他们设计的教学顺序下的学习路径的累积案例研究报告。PATHWAYS将提供一个模式，说明本科研究如何帮助开发支持数学教育研究所需的人力资源。本本科生研究经验（REU）项目由美国国家科学基金会Robert Noyce教师奖学金（Noyce）和EHR核心研究（ECR）项目资助，以表彰其与Noyce项目的教师准备目标和ECR项目的基础研究目标保持一致。

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.