Collaborative Research: Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities

合作研究：利用模拟在职前准备中改善残疾学生的数学教学

• 批准号: 2010298
• 负责人: Marissa Suhr
• 金额: $ 200万
• 依托单位: Trustees of Boston University
• 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: 2020-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010298&HistoricalAwards=false
• 关键词: Collaborative; Research; Leveraging; Simulations; Preservice

The preparation of general education teachers to support the mathematics learning of students with disabilities is critical, as students with disabilities are overrepresented in the lower ranks of mathematics achievement. This project aims to address this need in the context of elementary mathematics teacher preparation through the development and use of mixed reality simulations. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices. Learning units that use the simulations will focus on two high leverage practices: teacher modeling of self-monitoring and reflection strategies during problem solving and using strategy instruction to teach students to support problem solving. These high-leverage teaching practices will support teachers engaging all students, including students with disabilities, in conceptually sophisticated mathematics in which students are treated as sense-makers and empowered to do mathematics in culturally meaningful ways.The project work encompasses three primary aims. The first aim is to develop a consensus around shared definitions of high-leverage practices across the mathematics education and special education communities. To accomplish this goal, the project will convene a series of consensus-building panels with mathematics education and special education experts to develop shared definitions of the two targeted high leverage practices. This work will include engaging with current research, group discussion, and production of documents with specifications for the practices. The second aim is to develop learning units for elementary mathematics methods courses grounded in mixed reality simulation. These simulations will allow teacher candidates to enact the high leverage practices with simulated students and to receive coaching on their practice from the research team. The impact of this work will be assessed through the analysis of interviews with teacher educators implementing the units and observations and artifacts from the implementations. The third aim will be to assess the effectiveness of the simulations on teacher candidates’ practices and beliefs through small-scaled randomized control trials. Teacher candidates will be randomly assigned to conditions that address the practices and make use of simulations, and a business as usual condition focused on lesson planning, student assessment, and small group discussions of the high leverage practices. The impact of the work will be assessed through the analysis of baseline and exit simulations, measures of teacher self-efficacy for teaching students with disabilities, and observations of classroom teaching in their clinical placement settings.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.

普通教育教师为支持残疾学生的数学学习做好准备至关重要，因为残疾学生在数学成绩较低的排名中所占比例过高。该项目旨在通过开发和使用混合现实模拟来满足小学数学教师准备的这一需求。 这些模拟为职前教师提供了低风险的机会，可以实践基于研究的教学策略来支持数学学习，并获得有关其实践的反馈。使用模拟的学习单元将重点关注两种高杠杆实践：教师在解决问题期间对自我监控和反思策略进行建模，以及使用策略指导来教导学生支持问题解决。这些高杠杆的教学实践将支持教师让所有学生（包括残疾学生）参与概念复杂的数学，学生被视为意义创造者，并有权以具有文化意义的方式做数学。该项目工作包含三个主要目标。 第一个目标是围绕数学教育和特殊教育界高杠杆实践的共同定义达成共识。 为了实现这一目标，该项目将召集一系列与数学教育和特殊教育专家建立共识的小组，以制定这两种有针对性的高杠杆实践的共同定义。 这项工作将包括参与当前的研究、小组讨论以及制作具有实践规范的文件。第二个目标是开发基于混合现实模拟的基础数学方法课程的学习单元。这些模拟将使教师候选人能够与模拟学生一起进行高杠杆实践，并接受研究团队的实践指导。这项工作的影响将通过分析对实施这些单元的教师教育工作者的访谈以及实施中的观察结果和工件来评估。第三个目标是通过小规模随机对照试验评估模拟对教师候选人的实践和信念的有效性。教师候选人将被随机分配到解决实践和利用模拟的条件，以及专注于课程计划、学生评估和高杠杆实践的小组讨论的照常条件。这项工作的影响将通过分析基线和退出模拟、教师教学残疾学生的自我效能感以及对临床实习环境中课堂教学的观察来评估。发现研究 preK-12 计划 (DRK-12) 旨在通过研究和开发创新资源、模型和技术，显着加强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 工具。 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，为拟议项目提供理论和实证依据。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。