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Collaborative Research: Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling

合作研究：通过初等数学建模促进公平并加强教学

基本信息

批准号：
2008997
负责人：
Julia Aguirre
金额：
$ 57.71万
依托单位：
University of Washington
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-05-15 至 2025-04-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2008997&HistoricalAwards=false
关键词：
Collaborative Research Advancing Equity Strengthening

项目摘要

Students bring many mathematical assets to the classroom from their life experiences in their cultures and communities, particularly with respect to being able to model real-world situations in their everyday lives with mathematics. Many equity-related challenges in students' communities can be understood through the use of mathematics and specifically the use of mathematical modeling (the analysis of complex real-world situations using mathematical resources and tools). Supporting teachers to make use of mathematical modeling in the elementary classroom to advance issues of equity will require targeted teacher professional development (PD). Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.The project will deploy a blended PD model that includes face-to-face sessions, coaching, and video-based reflection. Three DBIR cycles will be undertaken, starting with case study-based design cycles, focused PD cycles facilitated by project staff, and full-scale PD cycles facilitated by teacher leaders. Sites in four states have been recruited that represent a wide range of contexts and student demographics. Six professional learning modules related to elementary math modeling will be created. The project will use the lesson observation protocol known as M2C3-Scan to assess changes in teacher practice, conduct student pre and post assessments of mathematical modeling competencies for students in grades 3-5 and formative assessments of mathematical modeling competencies for all students, and assess beliefs and confidence of teachers teaching mathematical modeling. The project team will also interview teachers, collect implementation logs, and use a teacher-annotated video reflection platform to analyze changes in classroom practice. Repeated measures analyses will be conducted on student learning data, with cycles of qualitative analyses related to understand changes in teacher practices, competencies, and beliefs.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

学生从他们在其文化和社区中的生活经历中将许多数学资产带到课堂上，特别是在能够用数学对日常生活中的现实世界情景进行建模方面。学生社区中与公平有关的许多挑战可以通过使用数学，特别是使用数学建模(使用数学资源和工具分析复杂的现实世界情况)来理解。支持教师在小学课堂中利用数学建模来推进公平问题将需要有针对性的教师专业发展(PD)。以初等数学建模促进公平、加强教学是一项以数学建模加强K-5教学为重点的教师PD项目。在之前围绕数学建模和公平的基础性工作的基础上，该项目将把面向公平的教学实践和数学建模结合在一起，设计和研究混合型PD计划对教师实践的影响。该项目将包括视频增强的反思和在线指导，以及PD的面对面内容。该项目将以初等数学建模的五个枢轴空间为框架，探索在数学建模课程中支持与枢轴空间一致的实践的工具和结构如何帮助教师促进公平参与和发展学生的数学建模能力。该项目将参与基于设计的实施研究(DBIR)的周期，以研究PD的特征与教师实践、理解和性格变化之间的关系。该项目将采用包括面对面会议、指导和基于视频的反思的混合式PD模式。将进行三个DBIR周期，首先是基于案例研究的设计周期、由项目工作人员促成的重点PD周期和由教师领导促成的全面PD周期。已经在四个州招募了代表广泛背景和学生人口统计的网站。将创建六个与初等数学建模相关的专业学习模块。该项目将使用名为M2C3-SCAN的观课方案来评估教师实践中的变化，对3-5年级的学生进行数学建模能力的事前和事后评估，对所有学生进行数学建模能力的形成性评估，并评估教授数学建模的教师的信念和信心。项目团队还将采访教师，收集实施日志，并使用教师注释的视频反思平台来分析课堂实践中的变化。将对学生的学习数据进行重复测量分析，并进行与了解教师实践、能力和信念变化相关的定性分析循环。探索研究预科-12课程(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。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。