Mathematical Knowledge for Equitable Teaching: Exploring opportunities to enable Elementary pre-service teachers to develop ambitious and equitable teaching practices in both face

休斯顿大学的研究人员正在设计、实施和研究一门课程，为小学教师提供公平的数学教学。 该计划增加了中学教师的数学知识，并帮助他们认识和实施公平的教学。 副教授们正在学习通过使用数学质量和公平观察协议（MQE）来评估视频案例中的教学，从而认识到公平的做法。 该项目包括一小时的迷你课程，这些课程分布在整个项目中，在学生教学之前结束。在之前NSF资助的研究基础上，研究人员正在研究如何帮助小学数学教师学习教学所需的数学，以及如何提供公平的指导，鼓励所有学生分享他们的数学思想。 基于本次探索性研究中收集的数据，研究者将对MQE进行修订，提高量表的效度和信度。 他们还在开发将MQE用于评估和教学的方法。该项目制作的材料、课程和模型正在帮助小学教师学习重要的数学，并学会以公平的方式教授数学。 虽然该模式包括在整个计划中教授的迷你课程，但这些材料可以很容易地适应于为兼职教师提供的较长的传统课程。 MQE的修订产生了一个观察协议，有可能大大改善研究人员研究教师教学实践的方式。

Researchers, at the University of Houston, are designing, implementing and studying a curriculum that prepares preservice, elementary teachers for equitable teaching of mathematics. The program increases the mathematical knowledge of preservice teachers and helps them recognize and implement equitable instruction. The preservice teachers are learning to recognize equitable practices by using the Mathematical Quality and Equity Observation Protocol (MQE) to assess teaching as viewed in video cases. The program includes mini courses of one hour that are spread throughout the program, ending just prior to student teaching.Building on prior NSF-funded research, the researchers are investigating ways to help preservice teachers of mathematics at the elementary level to learn the mathematics needed for teaching and how to provide equitable instruction that encourages all students to share their mathematical thinking. Based on data collected in this exploratory study, researchers will revise the MQE and improve the validity and reliability of the instrument. They are also developing ways to use the MQE for both assessment and for instruction.The materials, curriculum, and model produced by this project are helping elementary teachers learn important mathematics and learn to teach that mathematics in an equitable way. Although the model includes mini courses that are taught throughout the program, the materials can easily be adapted to a longer, traditional course for preservice teachers. The revisions of the MQE are producing an observational protocol that has the potential to vastly improve the way researchers study teachers' instructional practices.