Using Constructive Mathematics Pathways to Advance Preservice Elementary Teachers’ Learning

利用建设性数学途径促进职前小学教师的学习

• 批准号: 2111549
• 负责人: Sasha Wang
• 金额: $ 199.99万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111549&HistoricalAwards=false
• 关键词: Using; Constructive; Mathematics; Pathways; Advance

This project aims to serve the national interest by improving mathematics content courses for preservice elementary teachers (PSETs) to advance their 21st Century workforce skills as future teachers. Through integrating an innovative ACE (Apply, Connect, Experience) model, this IUSE Engaged Student Learning Level 3 project will engage PSETs in (1) applying learned knowledge and skills to the practice of teaching; (2) connecting crosscutting concepts through STEM inquiries and practices; and (3) experiencing community-based experiential learning through facilitating STEM inquiries. This project will develop and implement the ACE model in mathematics courses at four institutions which is representative of a wide range of US institutions where advances in PSET preparation is needed. The ACE model will offer the experiences that link PSETs’ mathematics learning, civic engagement, and professional skills for teaching. This project will assess the impact of ACE mathematics courses on diverse PSETs, elementary school students, and undergraduate mathematics course instructors. New knowledge developed from the project will build research-based evidence regarding effective course design that empowers diverse PSETs in applying mathematics in STEM inquiries and developing pedagogical content knowledge in contexts. This project will engage more than 900 PSETs in STEM learning through implementing the ACE model into four PSET geometry and measurement courses across four institutions, Boise State University, Augusta University, University of Texas at San Antonio, and Kapi’olani Community College, all minority-serving institutions. These PSETs will interact and impact over 1800 diverse elementary school students attending afterschool programs. The implementation of the ACE model will produce six integrated-mathematics enhanced STEM modules and related co-curricular materials and build a sustainable community of practices for teacher educators to promote elementary STEM education. New knowledge developed from the project will build research-based evidence regarding effective course design in engaging PSET learning. Data collection will follow a mixed-methods approach while using online and paper surveys, focus groups, structured interviews, and collection of other documents. An important part of the research conducted throughout the project is the feedback loop of data, analysis, and updates and implementation. The findings will also help build a knowledge base for sustainable collaborations among STEM disciplinary experts, scientists, and STEM education practitioners to improve STEM instructional practices, and to bridge research, practice and learning. Additionally, this project will create sustainable capacities for STEM outreach programs via community engagement of PSETs to serve high-needs students in the local community. 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 preservice 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.

该项目旨在通过改善小学教师的数学内容课程来服务于国家利益，以提高他们作为未来教师的21世纪世纪劳动力技能。通过整合创新的ACE（应用，连接，体验）模型，这个IUSE ESTA学生学习3级项目将参与PSET（1）将学到的知识和技能应用到教学实践中;（2）通过STEM查询和实践连接横切概念;（3）通过促进STEM查询体验基于社区的体验式学习。 该项目将在四所院校的数学课程中开发和实施ACE模型，这是美国众多院校的代表，这些院校需要在PSET准备方面取得进展。 ACE模式将提供将PSET的数学学习，公民参与和教学专业技能联系起来的经验。这个项目将评估ACE数学课程对不同PSET，小学生和本科数学课程教师的影响。从该项目开发的新知识将建立基于研究的证据，有效的课程设计，使不同的PSET在应用数学STEM调查和开发教学内容知识的背景下。该项目将使900多名PSET参与STEM学习，方法是将ACE模型纳入四所机构的四门PSET几何和测量课程，这四所机构是博伊西州立大学、奥古斯塔大学、德克萨斯大学圣安东尼奥分校和Kapi'olani社区学院，所有这些机构都为少数民族服务。这些PSET将互动和影响超过1800名不同的小学生参加课外活动。ACE模式的实施将产生六个综合数学增强STEM模块和相关的辅助课程材料，并为教师教育工作者建立一个可持续的实践社区，以促进小学STEM教育。从该项目开发的新知识将建立基于研究的证据，有效的课程设计参与PSET学习。数据收集将采用混合方法，同时使用在线和纸质调查、焦点小组、结构化访谈和收集其他文件。在整个项目中进行的研究的一个重要部分是数据，分析，更新和实施的反馈循环。研究结果还将有助于为STEM学科专家、科学家和STEM教育从业者之间的可持续合作建立知识基础，以改善STEM教学实践，并在研究、实践和学习之间架起桥梁。此外，该项目将通过PSET的社区参与为STEM外展计划创造可持续的能力，以服务当地社区的高需求学生。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，以支持该项目的副教师准备目标，这与诺伊斯计划目标非常一致。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。