Focus on Inquiry and Equity in Mathematics for Education Faculty

关注教育教师数学的探究和公平

• 批准号: 1821444
• 负责人: Sarah Sword
• 金额: $ 60万
• 依托单位: Education Development Center
• 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: 2018-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821444&HistoricalAwards=false
• 关键词: Focus; Inquiry; Equity; Mathematics; Education

This Improving Undergraduate STEM Education Development and Implementation project will address two questions: What is mathematics? and Who is successful at doing it? Mathematics continues to be widely seen as a static body of knowledge that gets delivered to students. This misperception limits the potential for students to experience the real nature of the discipline, including developing their own mathematical questions. Research shows that this situation is often exacerbated for students of color, partly because the scarcity of visible mathematicians of color can suggest to students that mathematics is not achievable for students of colors. This project will develop and test a model of a yearlong fellowship program for educators of mathematics teachers to work with one another and mathematicians from the NSF INCLUDES Mathematics Affiliates of Color (MAC) network at Iowa State University. Improving the professional development of educators of mathematics teachers is in the national interest as a mechanism to better prepare mathematics preservice teachers. A primary goal of the project is to use the developed model to document why and how mathematics teacher educators shift their thinking and instructional practice to incorporate inquiry and equity into learning experiences for preservice teachers. The project's inquiry and equity model will provide mathematics teacher educators with opportunities to: (i) ask and investigate mathematics questions of their own with each other and with mathematicians; (ii) reflect on the experience of asking and investigating those questions with a particular focus on issues of status and equity; (iii) strategize together about how to infuse their own existing courses with opportunities for pre-service teachers to ask and investigate their own questions, attending to status and equity; and (iv) work together, with project staff, and with MAC mathematicians as they build and implement their own courses for pre-service teachers with sharpened focus on inquiry and equity. Pre-service teachers in courses taught by the Inquiry and Equity Fellows will have the opportunity to ask and investigate mathematics questions of their own design. Likewise, the pre-service teachers will enter the teaching profession with the first-hand knowledge that expertise and creative work in mathematics is indeed the domain of people of color. The twenty faculty Inquiry and Equity Fellows will teach thousands of pre-service teachers over the course of their careers; the pre-service teachers will in turn reach hundreds of thousands of students. Research in the Inquiry and Equity Project will focus on Fellows' thinking and course preparation, Fellows' implementation of the inquiry and equity practices with their pre-service teachers, and the effects of the Inquiry and Equity Model on pre-service teachers. This research will build insight into why and how mathematics teacher educators shift their thinking and instructional practice to incorporate inquiry and equity into learning experiences for pre-service teachers within the context of current teacher education coursework. Finally, the Inquiry and Equity Project will document and disseminate the model for further replication.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.

这个改进本科STEM教育发展和实施项目将解决两个问题：什么是数学？ 谁能成功地做到这一点？数学仍然被广泛视为一个静态的知识体系，传递给学生。这种误解限制了学生体验学科真实的本质的潜力，包括开发自己的数学问题。研究表明，这种情况往往是加剧了学生的颜色，部分原因是可见的颜色数学家的稀缺可以向学生表明，数学是不可能实现的颜色的学生。该项目将开发和测试一个为期一年的奖学金计划的数学教师的教育工作者与其他数学家和数学家从美国国家科学基金会包括颜色（MAC）网络在爱荷华州州立大学。提高数学教师教育工作者的专业发展符合国家利益，因为这是一种更好地培养数学教师的机制。该项目的一个主要目标是使用开发的模型来记录为什么以及如何数学教师教育工作者改变他们的思维和教学实践，将调查和公平的学习经验，为在职教师。该项目的调查和公平模式将为数学师范教育工作者提供以下机会：㈠相互之间以及与数学家一起提出和调查他们自己的数学问题; ㈡反思提出和调查这些问题的经验，特别侧重于地位和公平问题; ㈢共同制定战略，如何在现有课程中为职前教师提供机会，让他们提出和调查自己的问题，注意地位和平等;以及（iv）与项目工作人员和MAC数学家一起工作，因为他们为职前教师建立和实施自己的课程，重点关注探究和公平。在调查和公平研究员教授的课程中，职前教师将有机会询问和调查自己设计的数学问题。同样，职前教师将进入教师职业的第一手知识，专业知识和创造性的工作，在数学确实是有色人种的领域。20名教师调查和公平研究员将在他们的职业生涯中教授数千名职前教师;职前教师将反过来接触数十万学生。调查和公平项目的研究将侧重于研究员的思维和课程准备，研究员与他们的职前教师实施调查和公平实践，以及调查和公平模式对职前教师的影响。本研究将深入了解为什么以及如何数学教师教育工作者改变他们的思维和教学实践，将调查和公平的学习经验，为职前教师在当前的教师教育课程的背景下。最后，调查和公平项目将记录和传播该模型，以供进一步复制。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估。

项目成果

You Say Brutal, I Say Thursday: Isn't It Obvious?

你说残酷，我说星期四：这不是显而易见的吗？

• DOI: 10.51272/pmena.42.2020-175
• 发表时间: 2021
• 期刊: PME-NA
• 作者: Sword, S;Marshall, A.;Young, M.
• 通讯作者: Young, M.

Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics

探究与公平的纠缠与解开：数学教育与数学的声音

• 发表时间: 2021
• 期刊: PME-NA 43
• 作者: Jansen, A;CIEM, S.
• 通讯作者: CIEM, S.

Pandemics and Issues of Equity

流行病和公平问题

• 发表时间: 2020
• 期刊: The Mathematics teacher
• 作者: Jessup, N;Wolfe, J;Kalinec-Craig, C.
• 通讯作者: Kalinec-Craig, C.