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Advancing Teachers of Mathematics to Advance Learning for All

促进数学教师促进全民学习

基本信息

批准号：
1660809
负责人：
Mark Ellis
金额：
$ 283.4万
依托单位：
CSU Fullerton Auxiliary Services Corporation
依托单位国家：
美国
项目类别：
Continuing 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=1660809&HistoricalAwards=false
关键词：
Advancing Teachers Mathematics Advance Learning

项目摘要

Advancing Teachers of Mathematics to Advance Learning for All (ATMALA) will serve the national interest in strengthening mathematics teaching and learning for underserved students and communities in urban areas in and near Orange County in southern California. The primary focus of the project will be at the middle school and early high school level, a pivotal time during which students' self-concepts about and interest in pursuing mathematics are crystallized. To this end, through funding from Track 3: Master Teacher Fellowships of the Robert Noyce Teacher Scholarship program, ATMALA will create a cadre of 20 Master Teaching Fellows. The project's Master Teaching Fellows will be teacher-leaders in high impact districts serving a significant population of English language learners, who will not only model effective instructional practice but will also support their peers in learning to do so. ATMALA will offer a model for supporting instructional shifts in schools where students historically have had less access to deep mathematics learning. The Master Teaching Fellows will become experts in their use of culturally responsive mathematics teaching (CRMT)- an approach that values students' cultural assets and focuses on authentic and relevant mathematical experiences - and the eight Mathematics Teaching Practices (MTPs) identified by the National Council of Teachers of Mathematics. As a result, they will become leaders in their districts who support current and future colleagues in their use of CRMT and the MTPs. To accomplish these goals, each Master Teaching Fellow will: (1) work to earn National Board Certification; (2) demonstrate competency in using CRMT and the MTPs; (3) support colleagues' professional growth by creating and facilitating engagement with microcredential modules, each focused on a well-defined skill related to CRMT and the MTPs; and (4) support future teachers as cooperating teachers.Project ATMALA is a collaboration between California State University, Fullerton (CSUF), the Anaheim Union High School District, and National Board for Professional Teaching Standards (non-profit organization). This Track 3 project supporting 20 carefully selected and prepared Master Teaching Fellows will build on the success of CSU Fullerton's Mathematics Teaching and Master Teaching Fellows project (NSF Award #1035315, 2010-2016) and Transforming Academic and Cultural Identidad through Bilteracy project (NSF Award #1321339, 2013-2016). The implementation of project ATMALA will result in a model of teacher-led professional development in high impact districts built around National Board Certification, principles of culturally responsive teaching, research-based mathematics teaching practices, and microcredential modules that promote competency-based teacher development. Project activities will be documented and evaluated in formative and summative reports. Qualitative and quantitative methods will be used to identify evidence-based outcomes related to teacher practices including examining students' perceptions of the mathematics learning environment in their classrooms. ATMALA leaders and participants will produce substantive dissemination works, including national presentations, refereed journal articles, and microcredential modules made widely available through collaboration with CSUF's University Extended Education.

推进数学教师促进全民学习 (ATMALA) 将服务于国家利益，加强南加州奥兰治县及其附近城市地区服务不足的学生和社区的数学教学和学习。该项目的主要重点将放在初中和高中早期阶段，这是学生对数学的自我概念和追求数学的兴趣具体化的关键时期。为此，通过罗伯特·诺伊斯教师奖学金计划第三轨：大师级教师奖学金的资助，ATMALA 将创建一支由 20 名大师级教学研究员组成的骨干队伍。该项目的硕士教学研究员将成为高影响力地区的教师领导者，为大量英语语言学习者提供服务，他们不仅将塑造有效的教学实践，而且还将支持同龄人学习这样做。 ATMALA 将提供一个模型来支持学校的教学转变，这些学校历来学生很少有机会进行深入的数学学习。硕士教学研究员将成为使用文化响应式数学教学（CRMT）（一种重视学生文化资产并注重真实和相关数学经验的方法）以及国家数学教师委员会确定的八种数学教学实践（MTP）的专家。因此，他们将成为所在地区的领导者，支持当前和未来的同事使用 CRMT 和 MTP。为了实现这些目标，每位硕士教学研究员将：（1）努力获得国家委员会认证； (2) 展示使用CRMT和MTP的能力； (3) 通过创建和促进微证书模块的参与来支持同事的专业成长，每个模块都专注于与 CRMT 和 MTP 相关的明确技能； (4) 支持未来教师作为合作教师。 ATMALA 项目是加州州立大学富勒顿分校 (CSUF)、阿纳海姆联合高中学区和国家专业教学标准委员会（非营利组织）之间的合作项目。这个轨道 3 项目支持 20 名精心挑选和准备的硕士教学研究员，该项目将建立在科罗拉多州立大学富勒顿分校数学教学和硕士教学研究员项目（NSF 奖 #1035315，2010-2016）和通过 Bilteracy 转变学术和文化身份项目（NSF 奖 #1321339，2013-2016）的成功基础上。 ATMALA 项目的实施将在高影响力地区形成一个以教师为主导的专业发展模式，该模式围绕国家委员会认证、文化响应式教学原则、基于研究的数学教学实践以及促进基于能力的教师发展的微证书模块而建立。项目活动将在形成性报告和总结性报告中进行记录和评估。将使用定性和定量方法来确定与教师实践相关的基于证据的结果，包括检查学生对课堂数学学习环境的看法。 ATMALA 领导者和参与者将制作实质性的传播作品，包括全国演讲、经过审阅的期刊文章以及通过与 CSUF 大学延伸教育合作广泛提供的微证书模块。