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

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小学教师的数学教学能力来服务于国家利益。 本项目将设计八个微型学习模块，帮助在职教师发展公平教学实践和专业注意力的技能。 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。 透过这些单元，幼儿教师将运用专业注意力，检视幼儿在数及代数概念方面的数学思维。 本研究旨在探讨微格学习模式对在职教师专业注意力及公平教学实践发展的影响，以及这些技能如何影响在职教师对数学的知识及态度。 预计该项目在实施期间将直接影响到600多名在职教师，而且随着教学单元被广泛传播供所有师范教育工作者使用，影响会更多。 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式教学。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人口具有文化和社会经济多样性，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抽取学生人口。 项目活动包括：（1）开发和实施八个微型学习模块，通过专业注意的透镜，侧重于公平的教学实践;（2）创建一个评估，以衡量副教师注意和公平教学实践的发展; 3）实施新的数学知识评估和数学态度与信念评估（TEDS-M），MECS）前和后指令，其中微学习模块的教学。该项目有一个广泛的评估计划，建立在研究计划的基础上，使用开放式的问题，参与者的满意度和参与微型学习模块的在职教师和教师教育工作者使用的模块。外部评估人员打算使用逻辑模型方法，以确保项目活动的实施具有保真度、更多的学习机会和有效的成果记录。 研究小组会在教育研究会议上介绍研究结果，并会透过网上平台发放教学单元，以确保与计划范围以外的师资教育工作者进行交流。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。这个项目是一个发展和实施水平的一个项目，在学生学习轨道。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。 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的更广泛的教师准备目标的一致性。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.