Transforming Mathematics Teaching Through Making, Modeling and Mentoring

在Robert Noyce教师奖学金项目的支持下，陶森大学（TU）的能力建设项目旨在利用数学建模的实践和创客空间的新兴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。创客空间，即鼓励使用3D打印机等工具进行创造性设计的工作空间，在K-12学校变得越来越普遍。创客空间可以改善学生的数学学习，因为学生可以通过实验、构建和修补来更好地理解系统。然而，教师的专业发展对于创客空间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，本项目计划建立基金会，培养能够在学校使用制作和建模的教师领导，并指导他们的同事采用这些方法。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，让社区参与进来，并确保通过该项目取得的进展得以持续。该项目渴望在巴尔的摩地区建立伙伴关系，将TU教师与巴尔的摩市公立学校和巴尔的摩县公立学校以及数学教师组织和非营利创客空间的利益相关者聚集在一起。能力建设项目的主要目标是：(a)制定连贯连贯的课程序列，以提高教师在制作、建模和指导方面的知识和教学实践；(b)建立并加强与当地学区和非营利合作伙伴的伙伴关系。该项目将包括需求评估，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。这种需求评估应该为课程开发以及Noyce Track 3硕士教学奖学金项目的未来计划提供信息。本项目拟通过制作与建模研究生课程的试点实施，培养教师有效利用创客空间，迭代改进课程，增加技术教育和数学建模的研究基础。这个项目很重要，因为它有可能成为全国数学教师在创客空间技术和数学建模方面的教育模式。Noyce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有效的K-12数学和科学教师，并支持经验丰富的模范K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。

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.