A Multi-Requisite Mathematics-Intensive Summer Program for Pre-service Elementary Teachers

面向职前小学教师的多要求数学强化暑期课程

• 批准号: 2044177
• 负责人: Debra Ward
• 金额: $ 29.64万
• 依托单位: Utah Valley University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-03-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2044177&HistoricalAwards=false
• 关键词: Multi; Requisite; Mathematics; Intensive; Summer

This project aims to serve the national interest by developing a mathematics-intensive multi-requisite program for pre-service elementary teachers who have low college-entry scores in mathematics. The multi-requisite course will allow students to complete in one semester a course sequence which would traditionally take four semesters. This Track 1: Engaged Student Learning Project incorporates peer mentoring, affective-domain interventions, alternative assessments, and research-based pedagogical practices. The course is designed to increase the completion and retention rates of pre-service elementary teachers, enhance their mathematics efficacy, decrease their mathematics anxiety, and improve their mindsets toward mathematics. Utah Valley University students who have a declared major of Elementary Education and have a mathematics placement score that falls below that required for entry into traditional college-level mathematics courses are targeted. Successful completion of the course meets the entry-level mathematics requirements for the Elementary Education program. Increased mathematics self-efficacy and reduced mathematics anxiety among those completing the course is expected which should increase the potential for becoming effective teachers of elementary mathematics. It is expected this can increase the number of elementary teachers who communicate positive mathematics attitudes to their students because these future teachers have developed a growth mindset towards mathematics coupled with reduced mathematics anxiety.The primary goal of this project is to establish a model math-intensive multi-requisite curriculum for developmental—math-level students majoring in Elementary Education which will be transformative for these future educators. This curriculum intends to incorporate interventions to effectively improve persistence and completion, develop efficacy for learning and teaching mathematics, improve students’ mindsets toward mathematics, and address students’ mathematics anxiety. Along with this goal, this project aims to bolster the research base on pre-service teachers who are placed into remedial or developmental mathematics. Thus, this project intends to contribute to the existing research pertaining to mathematics efficacy levels, mathematics anxiety levels, and mindset tendencies for students majoring in Elementary Education at a primarily undergraduate, open-enrollment institution. The project utilizes an experimental research, two-iteration program development design. In the research design, data is collected from the treatment groups of each iteration of the program while comparative data is collected from a single control group at the beginning of their course sequence and again at either the end of their course sequence or at the end of a two-year tracking timeframe. The project intends to collect quantitative data on mathematics self-efficacy, mathematics teaching efficacy, mindset, and mathematics anxiety through pre/post-tests from treatment and control groups. Additional quantitative data is expected to be collected in the form of sequence completion rates and next-semester retention rates for treatment and control groups. In addition, the project intends to collect qualitative data measuring mathematics efficacy, mindset, and anxiety from the treatment groups through individualized teaching portfolios. The project has the potential to broaden participation in Elementary Education to those who are not initially strong in mathematics and may help retain educators who might otherwise leave the profession citing lack of content knowledge in mathematics. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在为国家利益服务，为数学入学分数较低的职前小学教师开发数学密集型多项必备课程。多必需的课程将允许学生在一个学期内完成一个传统上需要四个学期的课程序列。轨道1：学生学习项目包括同伴指导，情感领域的干预，替代评估和基于研究的教学实践。该课程旨在提高职前小学教师的完成率和保留率，提高他们的数学效能感，减少他们的数学焦虑，并改善他们对数学的心态。犹他州山谷大学的学生谁拥有小学教育的申报专业，并有一个数学安置分数，福尔斯低于进入传统的大学水平的数学课程所需的目标。成功完成课程符合小学教育计划的入门级数学要求。 增加数学自我效能感和减少数学焦虑的完成课程，预计这应该增加成为有效的小学数学教师的潜力。预计这可以增加小学教师谁沟通积极的数学态度，他们的学生，因为这些未来的教师已经开发了一个成长的心态，再加上减少数学焦虑。本项目的主要目标是建立一个模型的数学密集的多个必要的课程，发展数学水平的学生主修小学教育，这将是这些未来的教育工作者的变革。 该课程旨在纳入干预措施，以有效提高持久性和完成，发展学习和教学数学的功效，改善学生对数学的心态，并解决学生的数学焦虑。沿着这一目标，本项目旨在加强对职前教师谁是安置到补救或发展数学的研究基础。因此，本项目旨在促进现有的研究有关的数学效能水平，数学焦虑水平，以及在小学教育专业的学生在主要是本科，开放招生机构的心态倾向。本项目采用实验研究、两次迭代的程序开发设计。在研究设计中，从该计划每次迭代的治疗组中收集数据，同时在其疗程开始时以及在其疗程结束时或在两年跟踪时间段结束时从单个对照组中收集比较数据。本研究旨在通过对实验组和对照组的前测和后测，收集数学自我效能感、数学教学效能感、思维定势和数学焦虑的定量数据。预计将以治疗组和对照组的序列完成率和下学期保留率的形式收集更多的定量数据。此外，该项目还打算通过个性化的教学档案收集测量治疗组的数学效能，心态和焦虑的定性数据。该项目有可能扩大参与小学教育的那些谁是不是最初在数学强，并可能有助于留住教育工作者，否则可能会离开这个行业，理由是缺乏内容的数学知识。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。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（Noyce）计划为IUSE：EHR项目提供共同资助，以支持该项目的职前教师准备目标，该目标与诺伊斯计划目标保持一致。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。