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Transforming Mathematics Teaching Through Making, Modeling and Mentoring

通过制作、建模和指导改变数学教学

基本信息

批准号：
1852846
负责人：
Sandy Spitzer
金额：
$ 7.5万
依托单位：
Towson University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-06-01 至 2021-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852846&HistoricalAwards=false
关键词：
Transforming Mathematics Teaching Through Making

项目摘要

With support from the Robert Noyce Teacher Scholarship Program, this Capacity Building project at Towson University (TU) aims to transform mathematics teaching using the practice of mathematical modeling and the emerging technology of makerspaces. Mathematical models are important because they can be used to explain systems and predict behavior. Makerspaces, workspaces that encourage creative design using tools such as 3D printers, are becoming more common in K-12 schools. Makerspaces can improve the mathematical learning of students because the students gain a better understanding of systems by experimenting, building, and tinkering. However, professional development for teachers is critical for both makerspace technology and mathematical modeling to fulfill their promise of improving learning. To address this need, this project plans to establish the foundation to develop teacher leaders who can use making and modeling in their schools and mentor their colleagues in adopting them. Through this effort, this project plans to develop new graduate courses to train its students in making, modeling, and mentoring. There are also plans to create a regional network of partners to engage the community and ensure that the progress made through this project is sustained. This project aspires to build partnerships across the Baltimore region, bringing together TU faculty with stakeholders from Baltimore City Public Schools and Baltimore County Public Schools as well as mathematics teacher organizations and non-profit makerspaces. The primary goals of the Capacity Building project are to: (a) develop a coherent and connected sequence of courses to improve teacher knowledge and instructional practice in making, modeling and mentoring and (b) build and strengthen partnerships with local school districts and non-profit partners. The project will include a needs assessment which focuses on understanding what makerspace technology currently exists in these school districts, how it is being utilized, and the critical professional development needs of mathematics teachers. This needs assessment should inform course development as well as future plans for a Noyce Track 3 Master Teaching Fellowship program. Through a pilot implementation of the making and modeling graduate courses, this project plans to train teachers to effectively use makerspaces, iteratively improve the courses and add to the research base on technology education and mathematical modeling. This project is important because it has the potential to serve as a national model for mathematics teacher education in makerspace technology and mathematical modeling. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 mathematics and science teachers in high-need school districts and experienced and exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on persistence, retention and effectiveness of K-12 teachers in high-need school districts.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.

在罗伯特·诺伊斯教师奖学金计划的支持下，陶森大学（TU）的这个能力建设项目旨在利用数学建模的实践和新兴的创客空间技术来改变数学教学。数学模型很重要，因为它们可以用来解释系统和预测行为。 Makerspaces鼓励使用3D打印机等工具进行创意设计，在K-12学校中越来越普遍。创客空间可以提高学生的数学学习，因为学生通过实验、构建和修补来更好地理解系统。然而，教师的专业发展对于makerspace技术和数学建模实现其改善学习的承诺至关重要。为了满足这一需求，该项目计划建立一个基础，以培养教师领导者，他们可以在学校使用制作和建模，并指导他们的同事采用它们。通过这一努力，该项目计划开发新的研究生课程，以培训学生在制作，建模和指导。还计划建立一个区域合作伙伴网络，让社区参与，并确保通过该项目取得的进展得以持续。该项目旨在建立整个巴尔的摩地区的合作伙伴关系，将TU教师与巴尔的摩市公立学校和巴尔的摩县公立学校的利益相关者以及数学教师组织和非营利创客空间聚集在一起。能力建设项目的主要目标是：（a）制定一系列连贯和相互关联的课程，以提高教师在制作、建模和指导方面的知识和教学实践;（B）建立和加强与当地学区和非营利伙伴的伙伴关系。该项目将包括一项需求评估，重点是了解这些学区目前存在哪些创客空间技术，如何利用这些技术，以及数学教师的关键专业发展需求。这种需求评估应告知课程开发以及未来的计划诺伊斯轨道3硕士教学奖学金计划。通过制作和建模研究生课程的试点实施，该项目计划培训教师有效使用makerspaces，迭代改进课程，并增加技术教育和数学建模的研究基础。这个项目很重要，因为它有可能成为创客空间技术和数学建模方面数学教师教育的国家模式。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12数学和科学教师，以及经验丰富和模范K-12 STEM教师成为STEM大师。该奖项反映了NSF的法定使命，并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，被认为值得支持。