Developing Pre-Service Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I

培养职前教师教授有学习障碍的学生代数 I 的能力

• 批准号: 1813903
• 负责人: Casey Hord
• 金额: $ 45万
• 依托单位: University of Cincinnati Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813903&HistoricalAwards=false
• 关键词: Developing; Pre; Service; Teachers; Capacity

This exploratory project, within the DRK-12 teaching strand, is a collaborative effort between researchers in special education and mathematics education to teach pre-service teachers to be effective tutors for students with learning disabilities in Algebra 1. There is an ongoing need to improve opportunities for students with learning disabilities to be engaged and successful in science, technology, engineering, and mathematics disciplines, and Algebra 1 is an important gatekeeper to STEM pathways. By training pre-service teachers to support meaningful learning opportunities for students with LD, and by measuring the long-term impact of that training on the pre-service teachers, this project has the potential to provide a sustainable model to better serve the needs of students. In addition, the project will contribute to understanding how experiences can be created for pre-service teachers to learn about teaching in school-based settings. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projectsThe project will implement, and document the outcomes of, a training program for two cohorts of tutors, who will provide 1-1 tutoring for students with learning disabilities. The training program is based upon research on the use of gestures in coordination with written and spoken language and research on the types of questions that can promote mathematics learning. Tutors who participate in our training program will develop their content knowledge in Algebra 1 and their knowledge of teaching practices related to gesturing and posing questions. The goals of this research effort are to: (1) Implement a tutor-training program to help pre-service teachers to facilitate the success of students with learning disabilities in Algebra 1; (2) Show evidence of tutors improving in their capacity to support students with learning disabilities in Algebra 1 using gestures and strategic patterns of questioning; (3) Document the degree to which tutors sustain their capacity to use gestures and strategic patterns of questioning beyond the conclusion of the training program; and (4) Show the development of students' conceptual understanding, procedural knowledge, and productive dispositions towards Algebra 1 through interactions with tutors. The research design includes analysis of video, written records, observation, and field notes from tutoring sessions. A systemic functional linguistics framework will be used to analyze the connections students and pre-service teachers make between mathematics concepts and procedures during tutoring sessions.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个探索性的项目，在DRK-12教学链，是特殊教育和数学教育的研究人员之间的合作努力，教职前教师在代数1学习障碍的学生有效的导师。有一个持续的需要，以改善学习障碍的学生参与和成功的科学，技术，工程和数学学科的机会，代数1是一个重要的看门人干途径。通过培训职前教师，为有学习困难的学生提供有意义的学习机会，并通过衡量培训对职前教师的长期影响，该项目有可能提供一个可持续的模式，以更好地满足学生的需要。此外，该项目将有助于了解如何为职前教师创造经验，以了解校本教学。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验依据该项目将实施并记录两组导师的培训计划的成果，他们将为有学习障碍的学生提供1-1辅导。该培训计划基于对手势与书面和口头语言协调使用的研究，以及对可以促进数学学习的问题类型的研究。参加我们培训计划的导师将发展他们在代数1中的内容知识以及与手势和提出问题相关的教学实践知识。本研究的目标是：（1）实施一个辅导员培训计划，以帮助职前教师促进代数1学习障碍学生的成功;（2）显示辅导员在使用手势和提问策略模式支持代数1学习障碍学生方面的能力有所提高的证据;（3）记录导师在培训计划结束后保持使用手势和提问策略模式的能力的程度;（4）展示学生概念理解、程序性知识、和生产倾向对代数1通过与导师的互动。研究设计包括分析录像、书面记录、观察和现场笔记。一个系统的功能语言学框架将被用来分析学生和职前教师之间的连接数学概念和程序在辅导sessions.This奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

项目成果

The Purposes of Preservice Teachers' Gestures During One-on-One Algebra Tutoring

职前教师在一对一代数辅导中手势的目的

• 发表时间: 2022
• 期刊: Annual meeting program American Educational Research Association
• 作者: DeJarnette, A. F.

How Professors Can Work With Schools to Provide Tutoring for Students With Learning Disabilities

教授如何与学校合作为有学习障碍的学生提供辅导

• 发表时间: 2022
• 期刊: Learning disabilities
• 作者: Hord, C.

Teaching Students With Learning Disabilities to Solve Secondary School Algebra Problems

教有学习障碍的学生解决中学代数问题

• 发表时间: 2021
• 期刊: Insights on learning disabilities
• 作者: Hord, C.;Hoyng, C;Krumpelman, M. L.;Baker, J.
• 通讯作者: Baker, J.

Addressing the Math Anxiety of a Student with a Learning Disability Doing Algebra.

解决有学习障碍的学生做代数时的数学焦虑。

• 发表时间: 2019
• 期刊: North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Hord, C;& DeJarnette, A. F.
• 通讯作者: & DeJarnette, A. F.

Preservice Teachers' Questioning and Students' Responses During Algebra Tutoring

职前教师在代数辅导中的提问和学生的回应

• 发表时间: 2021
• 期刊: Annual meeting program American Educational Research Association
• 作者: DeJarnette, A. F.