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

本项目在美国国家科学基金“改善本科STEM教育计划：教育与人力资源”（IUSE: EHR）的支持下，旨在通过培养职前小学教师的数学教学能力来服务于国家利益。该项目将设计8个微学习模块，帮助职前教师培养公平教学实践和专业注意方面的技能。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好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的注意来检查儿童关于数字和代数概念的数学思维。该项目包括一项完善的研究，以检验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对数学的知识和态度。预计该项目将在项目的整个生命周期内直接影响600多名职前教师，随着教学模块被广泛传播以供所有教师教育工作者使用，影响的教师还会更多。这项工作的重要性在于有可能促进小学数学课堂的公平和反应性教学。这些模块将在五所大学或学院实施，这些大学或学院的本科生在文化和社会经济上都是多样化的，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，这八所大学（实施和比较）的学生来自城市、郊区和阿巴拉契亚农村人口。项目活动包括：1)开发和实施八个微学习模块，通过专业关注的视角关注公平的教学实践；2)创建一个评估来衡量职前教师注意和公平教学实践的发展；3)在讲授微学习模块的教学前后，对新的评估和现有的数学知识评估（TEDS-M）以及对数学的态度和信念评估（MECS）进行管理。该项目有一个广泛的评估计划，该计划建立在研究计划的基础上，通过使用来自职前教师和使用这些模块的教师教育者的参与者满意度和对微学习模块的参与的开放式问题。外部评估人员打算使用逻辑模型方法来确保项目活动的实现具有保真性、更大的学习机会和有效的结果文档。研究结果将由研究小组在教育研究会议上发表，而教学模块将通过网络平台发布，以确保与项目范围以外的教师和教育工作者方便交流。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。本项目是参与式学生学习轨道中的开发和实施一级项目。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。罗伯特·诺伊斯教师奖学金计划将为该项目提供共同资金，以表彰该项目与诺伊斯努力的更广泛的教师培养目标相一致。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 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.