The Culturally Sustaining Mathematics Education Project to Enhance Mathematics Pre-Service Teacher Preparation

该项目旨在通过改善K-12教师教授数学的准备来服务于国家利益。 K-8职前教师经常努力深入理解他们将作为未来教师教授的数学。 此外，中学数学教育专业和数学专业的学生有时缺乏对基础数学的深刻理解，这是在高级数学课程中取得成功所必需的。对于学生在数学历史上代表性不足，数学学习似乎与真实的生活经验脱节。 该项目旨在帮助少数民族服务机构的学生加深他们的数学理解和表现，使他们能够在数学课程和未来的职业生涯中取得成功。 该项目计划通过将学生的个人身份和对世界的文化理解与他们的数学理解联系起来来改变数学学习。课程将以学生为中心，让学生可以运用他们的先决知识，自由地讨论他们的想法，因为他们解决了真实的问题，单独或通过小组工作。该项目旨在改变数学教师课程教学和课程与文化支持的教学法和基于探究的教学和学习方法。 数学教育学院将合作修订数学教师课程，服务于小学教育和中年级教育专业。修订后的课程将实施文化维持教学法和探究式教学。中学数学教育和数学专业的学生将担任修订后的课程的同伴导师。教师和学生都将在一个文化支持的数学学习环境中发展他们的数学专业知识和身份。其目的是提高K-8职前教师的学习成果，提高K-12职前教师和数学专业学生的数学水平，提高K-8职前教师参加教师数学课程的通过率，增加小学教育专业和中学数学专业从大一到大二的学生人数，提高职前教师和数学专业学生的数学认同感。该项目希望通过将学生的个人身份与他们的数学学习经验联系起来，建立一个模型，支持历史上数学学习不足的学生的数学学习。该项目将在一所历史悠久的黑人大学的背景下研究本科副教师和数学专业学生的数学学习和成就，其中81%的本科生来自传统上在数学方面代表性不足的种族和族裔群体。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。该项目的部分资金来自罗伯特·诺伊斯教师奖学金计划。该奖项反映了NSF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。

This project aims to serve the national interest by improving the preparation of K-12 teachers to teach mathematics. K-8 pre-service teachers often struggle to deeply understand the mathematics that they will teach as future teachers. Additionally, Secondary Mathematics Education majors and Mathematics majors sometimes lack the deep understanding of foundational mathematics that is necessary for success in upper level mathematics courses. For students historically underrepresented in mathematics, mathematics learning may seem disconnected from real life experiences. This project seeks to help students at a minority serving institution deepen their mathematics understanding and performance so that they can be successful in their math courses and in their future careers. The project plans to transform mathematics learning by connecting students’ personal identities and cultural understandings of the world to their mathematics understanding. The lessons will be student-centered so that students can use their prerequisite knowledge and discuss their ideas freely as they solve authentic problems individually or through group work.The project seeks to transform the Mathematics for Teachers course instruction and curriculum with culturally sustaining pedagogy and inquiry-based teaching and learning methods. Mathematics Education faculty will collaborate to revise the Mathematics for Teachers courses, which serve elementary education and middle grades education majors. The revised courses will implement culturally sustaining pedagogies (CSP) and inquiry-based instruction. Secondary Math Education and Mathematics majors will serve as peer tutors for the revised courses. Both tutors and learners will develop their mathematical proficiencies and identities in a culturally sustaining mathematics learning environment. The purpose is to improve K-8 preservice teachers' learning outcomes, to increase the mathematics proficiency of K-12 pre-service teachers and mathematic majors, to increase the passing rate of K-8 pre-service teachers enrolled in Math for Teachers courses, to increase the number of students retained in Elementary Education majors and Middle-level mathematics majors from freshmen to sophomore year, and to improve the mathematics identities of K-12 pre-service teachers and mathematic majors. This project hopes to produce a model that supports the mathematics learning of students who have been historically underserved in mathematics by connecting students’ personal identities and their mathematics learning experiences. The project will examine undergraduate preservice teachers’ and mathematics majors’ mathematics learning and achievement in the context of a historically black university, where 81% of the undergraduate students are from racial and ethnic groups traditionally underrepresented 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. Partial funding for the project is from the Robert Noyce Teacher Scholarship program.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.