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

这个属于 DRK-12 教学链的探索性项目是特殊教育和数学教育研究人员之间的合作成果，旨在教授职前教师成为有学习障碍的学生在代数 1 方面的有效导师。我们一直需要改善有学习障碍的学生参与科学、技术、工程和数学学科并取得成功的机会，而代数 1 是 STEM 路径的重要守门人。通过培训职前教师为患有学习障碍的学生提供有意义的学习机会，并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求。此外，该项目将有助于了解如何为职前教师创造经验，以了解在学校环境中的教学。发现研究 K-12 计划 (DRK-12) 旨在通过创新资源、模型和工具 (RMT) 的研究和开发，显着增强 PreK-12 学生和教师对科学、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，为拟议项目提供理论和实证依据。该项目将为两组导师实施培训计划，并记录其结果，这些导师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语协调使用的研究，以及对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代数 1 的内容知识以及与手势和提出问题相关的教学实践知识。这项研究工作的目标是： (1) 实施导师培训计划，帮助职前教师帮助有学习障碍的学生在代数 1 上取得成功； (2) 有证据表明导师使用手势和策略性提问模式提高了支持代数 1 学习障碍学生的能力； (3) 记录导师在培训计划结束后维持使用手势和策略性提问模式的能力的程度； (4) 通过与导师的互动，展示学生对代数 1 的概念理解、程序性知识和富有成效的倾向的发展。研究设计包括对辅导课程中的视频、书面记录、观察和现场笔记的分析。将使用系统功能语言学框架来分析学生和职前教师在辅导课程中数学概念和程序之间的联系。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

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.