Preparing Preservice Mathematics Teachers for Success in High-Need Schools

在NSF罗伯特·诺伊斯教师奖学金计划的资助下，堪萨斯州立大学(K-State)的一个团队将与堪萨斯州路易斯·斯托克斯少数民族参与联盟项目、专业发展学校伙伴关系以及农村教育和小型学校中心合作，招聘数学专业的学生，并为初中和高中数学教学做好准备。该项目将(1)发放奖学金给数学专业的大三、大四和研究生从事教学工作；(2)为大一和大二的学生提供在校内外非正规数学教育环境中工作的机会；(3)实施职前研讨会和在职指导计划，以支持诺伊斯学者在高需求地区的头两年教学，特别是农村学校；以及(4)研究适合农村学校数学安置的支持结构。将重点放在堪萨斯州西南部的学区，也将使该项目能够建立一个更大的西班牙裔数学专业的基础，这些学生有资格在初中和高中任教。项目活动将包括一个为期一年的研讨会，重点是与英语学习者合作教授数学，管理多个数学教学任务，以及将数学与其他教学领域相结合。新教师支助将通过每个学区被指派指导新教师的硕士教师以及由K-State教育学院创新与合作办公室管理的早期教师协作来提供。定量和定性方法将解决以下问题：该项目的活动在多大程度上有效地增加了初中和高中教学中拥有教师资格的数学专业的数量和多样性？哪些项目组成部分对学者的职业道路选择影响最大？为什么？这些发现将促进人们对数学专业学生为在高需求的农村学区任教做准备的了解。

With funding from the NSF Robert Noyce Teacher Scholarship Program, a team at Kansas State University (K-State), partnering with the Kansas Louis Stokes Alliance for Minority Participation project, the Professional Development School Partnership, and the Center for Rural Education and Small Schools, will recruit and prepare mathematics majors for careers in teaching middle and high school mathematics. The project will (1) disburse scholarships for juniors, seniors, and post-baccalaureate mathematics majors to pursue careers in teaching; (2) provide opportunities for freshmen and sophomores to work in informal mathematics education settings both on and off campus; (3) implement a pre-service seminar and in-service mentoring program to support the Noyce Scholars in their first two years of teaching in high-need districts, with special emphasis on rural schools; and (4) conduct research into support structures appropriate to rural school mathematics placements. A focus on districts in southwest Kansas will also enable the project to build a larger base of Hispanic mathematics majors who are licensed to teach at the middle and high school level.Project activities will include a year-long seminar focused on working with English-language learners in teaching mathematics, managing multiple mathematics teaching assignments, and integrating mathematics with other content areas. New teacher support will be provided through master teachers in each district assigned to mentor new teachers as well as an early teacher collaborative managed by the K-State College of Education Office of Innovation and Collaboration. Quantitative and qualitative methods will address questions such as: To what extent are the project's activities effective in increasing the number and diversity of mathematics majors with teacher licensure in middle and high school teaching? Which program components are most influential on scholars' career path choices and why? Findings will advance knowledge about preparing mathematics majors to teach in high-need rural school districts.