Creating a Model for Sustainable Ambitious Mathematics Programs in High-Need Settings: a Researcher-Practitioner Collaboration

中学数学教育的一个长期挑战是扩大STEM的参与。为支持这一目标而进行的学校和地区改革很难维持下去。这个实施和改进项目将研究在高需求中学成功的、雄心勃勃的数学改革努力。目标是开发资源和工具，以支持其他高需求学校和地区改变和维持他们的数学课程。该模型侧重于变革所需的资源，以及支持或限制数学教与学变革的组织方面。项目团队包括学区合作伙伴，他们已经成功地将数学教学转变为更好地支持学生的学习。该项目将开发一个从组织角度理解需求和资源的模型，以支持雄心勃勃的数学教与学改革。需求是对教学系统中需要满足的物理资源或努力的要求。资源是满足需求所需的物质、人力、教学和组织需求。该项目将通过研究人员、专业发展领导者、学生、教师、教练和管理人员的合作来开发该模型，以便：(1)了解在高需求背景下实施雄心勃勃的中学数学课程时，整个学校或地区产生的需求；(2)确定满足需求所需的资源和组织动态，从而维持该计划；(3)为高需求环境中可持续的雄心勃勃的中学数学课程建立一个模型，该模型在一系列实施环境中具有有效性。为了在多个迭代中开发模型，项目将检查与实现雄心勃勃的数学计划相关的需求和资源，涉众的观点，组织结构，以及计划目标和实现。该项目还将进行系统的文献综述，以汇集成功地区的研究成果和其他研究成果。数据收集和分析过程将包括访谈、文件分析、工件收集和跨项目四个阶段的观察。参与者将包括学生、教师、教学支持人员和管理人员（来自学校和地区）。探索研究preK-12项目（DRK-12）旨在通过研究和开发新的创新和方法，显著提高preK-12学生和教师对科学、技术、工程和数学的学习和教学。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，为项目提供了理论和实证依据。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。

A long-standing challenge in secondary mathematics education is broadening participation in STEM. Reform of schools and districts to support this goal can be challenging to sustain. This implementation and improvement project will study a successful, ambitious mathematics reform effort in high-needs secondary schools. The goal is to develop resources and tools to support other high-needs schools and districts in transforming and sustaining their mathematics programs. The model focuses on the resources required for change and the aspects of the organization that support or constrain change in mathematics teaching and learning. The project team includes school district partners that have successfully transformed mathematics teaching to better support students’ learning. The project will develop a model for understanding the demands and resources from an organizational perspective that support ambitious mathematics teaching and learning reforms. Demands are requirements for physical resources or efforts that need to be met in the instructional system. Resources are the material, human, instructional, and organizational requirements needed to address demands. The project will develop the model through a collaboration of researchers, professional development leaders, students, teachers, coaches, and administrators to: (1) understand the demands created throughout a school or district when implementing an ambitious secondary mathematics program in a high-need context; (2) identify the resources and organizational dynamics necessary to address the demands and thus sustain the program; and (3) articulate a model for a sustainable ambitious secondary mathematics program in high-need settings that has validity across a range of implementation contexts. To develop the model over multiple iterations, the project will examine the demands and resources related to implementing an ambitious mathematics program, the perspectives of stakeholders, the organizational structure, and the program goals and implementation. The project will also conduct a systematic literature review to bring together findings from the successful district and other research findings. The data collection and analysis process will include interviews, document analysis, collection of artifacts, and observations across four phases of the project. Participants will include students, teachers, instructional support personnel, and administrators (from schools and the district). The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through the research and development of new innovations and approaches. 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 the 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.