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Microlearning Mathematics Modules Designed to Facilitate Preservice Elementary Teacher Practices Regarding Equity and Responsive Mathematics Instruction

微学习数学模块旨在促进职前小学教师在公平和响应式数学教学方面的实践

基本信息

批准号：
1914810
负责人：
Cindy Jong
金额：
$ 59.99万
依托单位：
University of Kentucky Research Foundation
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：
2019-07-15 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914810&HistoricalAwards=false
关键词：
Microlearning Mathematics Modules Designed Facilitate

项目摘要

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by developing preservice elementary teachers' capacity to teach mathematics. This project will design eight microlearning modules to help preservice teachers develop skills in equitable teaching practices and professional noticing. Professional noticing is the ability of the teacher to pay attention to student actions and to use this information to adjust teaching approaches to best help the student learn. Through the modules, the preservice teachers will use professional noticing to examine children's mathematical thinking regarding number and algebraic concepts. The project includes a well-developed research study to examine the impact of the microlearning modules on development of the preservice teachers' professional noticing and equitable teaching practices, and how these skills affect the preservice teachers' knowledge of and attitude toward mathematics. It is anticipated that this project will directly impact over 600 preservice teachers during the life of the project, and more as the instructional modules are widely disseminated for use by all teacher educators. The importance of this work resides in the potential to promote equitable and responsive instruction in elementary school mathematics classrooms.The modules will be implemented at five universities or colleges with undergraduate populations that are culturally and socioeconomically diverse and that include groups underrepresented in STEM fields. In addition, three institutions will provide comparison data. Collectively, the eight universities (implementation and comparison) draw their student populations from urban, suburban, and Appalachian rural populations. Project activities include: 1) the development and implementation of eight microlearning modules that focus on equitable teaching practices through the lens of professional noticing; 2) the creation of an assessment to measure the development of preservice teachers' noticing and equitable teaching practices; and 3) administration of the new assessment as well as established assessments for mathematical knowledge (TEDS-M) and attitudes and beliefs toward mathematics (MECS) pre- and post-instruction in which the microlearning modules are taught. The project has an extensive evaluation plan that builds upon the research plan by using open-ended questions of participant satisfaction and engagement with the microlearning modules from the preservice teachers and the teacher educators using the modules. The external evaluators intend to use a logic model approach to ensure implementation of program activities with fidelity, greater learning opportunities, and effective documentation of outcomes. Research results will be disseminated via presentations by the research team at education research conferences and the instructional modules will be available for dissemination via a web-based platform to ensure easy exchange with teacher educators beyond the scope of the project. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is a Development and Implementation Level I project in the Engaged Student Learning Track. Through the Engaged Student Learning track, this program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.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NSF改善本科STEM教育计划：教育和人力资源(IUSE：EHR)的支持下，该项目旨在通过发展职前小学教师教授数学的能力来服务于国家利益。该项目将设计八个微格学习模块，以帮助职前教师培养公平的教学实践和专业注意的技能。专业注意是教师关注学生行为并利用这些信息调整教学方法以最大限度地帮助学生学习的能力。通过这些模块，职前教师将使用专业注意来测试儿童关于数字和代数概念的数学思维。该项目包括一项成熟的研究性研究，旨在考察微学习模块对职前教师专业注意和公平教学实践发展的影响，以及这些技能如何影响职前教师的数学知识和态度。预计该项目将在项目期间直接影响600多名职前教师，随着教学单元的广泛传播供所有教师教育工作者使用，影响还会更大。这项工作的重要性在于有可能在小学数学课堂上促进公平和反应的教学。这些单元将在五所大学或学院实施，这些大学或学院的本科生人口具有文化和社会经济多样性，其中包括在STEM领域代表性不足的群体。此外，三家机构将提供比较数据。总的来说，八所大学(实施和比较)从城市、郊区和阿巴拉契亚农村人口中吸引学生。项目活动包括：1)开发和实施8个微型学习单元，通过专业关注的视角侧重于公平的教学做法；2)创建一项评估，以衡量职前教师注意和公平教学做法的发展；3)管理新的评估以及数学知识和数学态度和信念的既定评估(TEDS-M)，在教授微型学习模块的教学前和教学后。该项目有一个广泛的评价计划，该计划以研究计划为基础，使用参与者满意度和对来自职前教师和使用这些模块的教师教育工作者的微型学习模块的参与度的开放式问题。外部评估者打算使用逻辑模型方法来确保计划活动的实施更加准确、有更多的学习机会并有效地记录结果。研究结果将通过研究小组在教育研究会议上的发言进行传播，教学单元将通过基于网络的平台传播，以确保与项目范围以外的教师教育工作者轻松交流。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。该项目是参与学生学习轨道中的开发和实施I级项目。通过参与式学生学习路径，该计划支持创建、探索和实施有前途的实践和工具。罗伯特·诺伊斯教师奖学金计划为该项目提供共同资助，以表彰其与诺伊斯努力更广泛的教师培养目标的一致性。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。