Increasing the Number and Quality of Secondary Mathematics Teachers in Nebraska

提高内布拉斯加州中学数学教师的数量和质量

• 批准号: 1852908
• 负责人: Kelly Gomez Johnson
• 金额: $ 136.96万
• 依托单位: University of Nebraska at Omaha
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852908&HistoricalAwards=false
• 关键词: Increasing; Number; Quality; Secondary; Mathematics

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 1: Scholarships and Stipends project aims to serve the local and national need for highly-skilled secondary mathematics teachers who are committed to teaching in high-needs school districts. The project will expand upon the existing Omaha Noyce Partnership that includes the University of Nebraska Omaha, Omaha's Metropolitan Community College, and the Omaha Public Schools. It will provide scholarship support for 24 students to earn a BS in mathematics and become certified secondary mathematics teachers. These Scholars will be selected from students already enrolled in the University's Bachelor of Science in Mathematics program or students who transfer into the University from the pre-math track in Metropolitan Community College. To facilitate transfer of students from Metropolitan Community College to the University program, an articulation agreement was developed via close collaboration among project partners. All students selected as Noyce Scholars will be enrolled in the University's BS in Mathematics specialization, which enables students to earn both a mathematics degree and secondary teacher certification while in the College of Arts and Sciences. The project will provide focused training to prepare students for teaching careers in high need schools, including instruction in inquiry-based learning and other culturally responsive pedagogies.The Omaha Noyce Partnership aims to inform and advance ongoing collaborative research initiatives related to the project's structured student mentorship and support model, as well as its use of inquiry-based mathematics teaching strategies. A major area of investigation is understanding how active-learning strategies, such as inquiry-based learning, affect the recruitment and success of pre-service secondary mathematics teachers. In addition, the project aims to explore how interdisciplinary and well-focused community outreach and engagement activities affect students' social capital and STEM identity. Finally, the project will examine how a formal partnership between a four-year metropolitan university and a public community college affects the recruitment pipeline for future secondary mathematics teachers and mathematicians. An interesting aspect of this project will be the inclusion of instructional coaching, a form of professional development that enables pre-service and in-service teachers to improve their practice based on classroom activity. The project will also include innovative Math Teacher's Circles and Cool Math Talks, which are expected to promote a sense of community among students, mathematics faculty members, and mathematics education faculty members. These talks will focus on problem solving with significant, but accessible, mathematics content. In addition to enhancing the quality, quantity, and diversity of certified mathematics teachers in the Omaha area, the Omaha Noyce Partnership aims to further strengthen collaborative relationships among the partner institutions, thereby strengthening the foundation for sustainable efforts to educate culturally responsive mathematics teachers who are prepared to succeed in high-need schools. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM 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(Noyce)的支持下，这一Track 1：奖学金和津贴项目旨在满足当地和国家对致力于在高需求学区任教的高技能中学数学教师的需求。该项目将扩大现有的奥马哈·诺伊斯伙伴关系，其中包括内布拉斯加州大学、奥马哈大都会社区学院和奥马哈公立学校。它将为24名学生提供奖学金支持，让他们获得数学学士学位，并成为合格的中学数学教师。这些奖学金将从已经注册了大学数学学士学位课程的学生中挑选出来，或者从大都会社区学院的数学预科转学到大学的学生中挑选。为了促进学生从大都会社区学院转到大学项目，通过项目合作伙伴之间的密切合作，制定了一项衔接协议。所有被选为诺伊斯奖学金获得者的学生都将被该大学的数学专业学士学位录取，该专业使学生在文理学院期间能够获得数学学位和中学教师资格证书。该项目将提供有重点的培训，为学生在高需求学校的教学生涯做好准备，包括基于探究的学习和其他响应文化的教学。奥马哈·诺伊斯伙伴关系旨在宣传和推动与该项目结构化的学生指导和支持模式以及其基于探究的数学教学策略的使用有关的正在进行的合作研究倡议。一个主要的调查领域是了解主动学习策略，如基于探究的学习，如何影响职前中学数学教师的招聘和成功。此外，该项目旨在探索跨学科和重点明确的社区外展和参与活动如何影响学生的社会资本和STEM身份认同。最后，该项目将研究一所四年制都市大学和一所公立社区学院之间的正式合作关系如何影响未来中学数学教师和数学家的招聘渠道。该项目的一个有趣方面是纳入了教学辅导，这是一种专业发展形式，使职前和在职教师能够在课堂活动的基础上改进他们的实践。该项目还将包括创新的数学教师圈子和酷数学讲座，预计将促进学生、数学教职员工和数学教育教职员工的共同体意识。这些讲座将集中于解决具有重要但可理解的数学内容的问题。除了提高奥马哈地区认证数学教师的质量、数量和多样性外，奥马哈·诺伊斯伙伴关系还旨在进一步加强伙伴机构之间的合作关系，从而加强可持续努力的基础，以培养对文化敏感、准备在高需求学校取得成功的数学教师。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Math escape rooms: A novel approach for engaging learners in math circles.

数学逃生室：一种吸引学习者参与数学圈子的新颖方法。

• 发表时间: 2021
• 期刊: Journal of math circles
• 作者: Rech, J.;Jakopovic, P.;Seidl, H.;Lawson, G.;Pugh, R.
• 通讯作者: Pugh, R.

Finding their voice: Support mechanisms to engage and empower future mathematics teachers.

找到他们的声音：支持机制吸引未来的数学教师并赋予其权力。

• 发表时间: 2019
• 期刊: Proceedings of the Eighth Annual Mathematics Teacher Education Partnership Conference
• 作者: Gomez Johnson, K.

What’s the value? Measuring value in complex social learning environments with preservice mathematics teachers.

有什么价值？

• 发表时间: 2020
• 期刊: Proceedings of the Ninth Annual Mathematics Teacher Education Partnership Conference
• 作者: Gomez Johnson, K.;Jakopovic, P.
• 通讯作者: Jakopovic, P.

Mentoring future mathematics teachers: Lessons learned from four mentoring partnerships.

指导未来的数学教师：从四个指导伙伴关系中吸取的经验教训。

• 发表时间: 2019
• 期刊: Journal of mathematics education at Teachers College
• 作者: Hodge, A.

Learning assistants in college mathematics classes: Value for future teachers?

大学数学课程中的学习助理：对未来教师的价值？

• 发表时间: 2021
• 期刊: Tranformative dialogues
• 作者: Gomez Johnson, K.;Jakopovic, P.;Rech, J.;Zickerman, A.
• 通讯作者: Zickerman, A.