Connecting Mathematics Teacher Education to Real World Contexts: Attracting and Retaining Diverse Mathematics Teachers

将数学教师教育与现实世界联系起来：吸引和留住多元化的数学教师

• 批准号: 2050547
• 负责人: Tariq Akmal
• 金额: $ 111.89万
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050547&HistoricalAwards=false
• 关键词: Connecting; Mathematics; Teacher; Education; Real

This project aims to serve the national need of increasing the ability of mathematics teachers from diverse communities to teach effectively in high-need school districts. Research demonstrates that traditional teacher preparation programs continue to fall short in recruitment, preparation, and retention of secondary mathematics teacher candidates from communities that have not historically been well represented in the teaching profession. The project seeks to prepare graduates to enact culturally responsive teaching practices and to showcase mathematics as a human activity that can be applied to address issues of equity and social justice, such as income inequality, climate change, and racism. The project seeks to increase the diversity and number of secondary mathematics teachers who adopt human perspectives and practices to meet the needs of learners in high-need schools.This project at Washington State University includes partnerships between the Colleges of Arts & Sciences and Education, two campuses (Pullman and Vancouver), two regional Educational Service Districts (ESDs), Washington State Mathematics Fellows as virtual mentors, and mentor teachers from nine high-need local school districts. Project goals include: (1) recruiting 24 undergraduate mathematics majors over three years to pursue teacher certification; and (2) preparing mathematics teachers who will persist in teaching and can effectively meet the needs of students in high-need school districts. The project features both an undergraduate (Pullman campus) and a graduate (Vancouver campus) pathway. Grounded in theoretical perspectives of mathematics and mathematics teaching as humanizing activities, project activities will promote asset-based perspectives of students, mathematics learning environments that intellectually challenge all students and foster positive mathematical identities, and the use of mathematics to connect to the community and to promote social justice. Institutional data, edTPA scores, surveys regarding critical thinking and diversity preparedness, course artifacts, and focus group interviews will to be used to generate understanding of how programs can inspire prospective mathematics teachers to embody core humanizing principles. Broadly, the project hopes to serve as a model for humanizing mathematics teacher preparation as it promotes policies and narratives in mathematics and mathematics teaching that serve the needs of individuals from backgrounds underrepresented in STEM fields. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家的需求，提高来自不同社区的数学教师在高需求学区有效教学的能力。研究表明，传统的教师培训计划在招聘、准备和保留中学数学教师候选人方面仍然存在不足，这些教师候选人来自历史上在教学专业中没有得到充分代表的社区。该项目旨在培养毕业生制定符合文化的教学实践，并展示数学作为一种人类活动，可以应用于解决公平和社会正义问题，如收入不平等、气候变化和种族主义。该项目旨在增加中学数学教师的多样性和数量，这些教师采用人性化的观点和做法，以满足高需求学校学习者的需求。华盛顿州立大学的这个项目包括艺术与科学与教育学院、两个校区（普尔曼和温哥华）、两个区域教育服务区（esd）、华盛顿州数学研究员作为虚拟导师，以及来自9个高需求当地学区的指导教师之间的合作关系。项目目标包括：(1)招收数学专业本科3年以上24人攻读教师资格证；(2)培养坚持教学、能有效满足高需求学区学生需求的数学教师。该项目包括本科生（铂尔曼校区）和研究生（温哥华校区）。基于数学的理论观点和作为人性化活动的数学教学，项目活动将促进学生基于资产的观点，在智力上挑战所有学生并培养积极的数学身份的数学学习环境，以及利用数学与社区联系并促进社会正义。机构数据、edTPA分数、关于批判性思维和多样性准备的调查、课程工件和焦点小组访谈将用于了解项目如何激励未来的数学教师体现核心人性化原则。从广义上讲，该项目希望成为数学教师培养人性化的典范，因为它促进了数学和数学教学中的政策和叙述，以满足STEM领域中代表性不足的背景个人的需求。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。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。