Developing and Implementing Case-Based Scenarios to Support Elementary Pre-service Teachers’ Enactment of Equitable Mathematics and Science Instruction

该项目旨在通过开发基于案例的情景来改善未来小学教师的公平数学和科学教学，从而为国家利益服务。该项目符合改善本科STEM教育（IUSE）计划的目标，即开发新的教学实践和课程创新，有可能改善本科教师在STEM教育中的准备。本研究旨在探讨如何将呈现真实教学困境的案例式情境（也称为案例）运用于大学方法课程，以提升未来小学教师制定公平数学与科学教学的能力。该项目与在职教师合作，正在开发代表实际课堂情况的案例，关注小学生的文化资源和生活经验，以及课堂上的权力和地位问题。这些项目开发的案例将在大学基础数学和科学方法课程中实施，职前教师将通过案例作为学习工具，参与减轻教育不公平现象的方法。该研究小组打算制定其他人可以用来设计案例的原则，重点是公平的数学和科学教学。 该项目的案例将提供给公众使用。为了应对支持小学职前教师制定基于文化的数学和科学的挑战，该项目涉及设计一系列案例，捕捉来自各种背景和环境的在职小学教师的真实声音。这些案例将在大学基础数学和科学方法课程中实施，为职前教师提供新的学习机会。一个基于设计的研究方法，利用定性分析和计算数据分析技术将调查以下研究问题：如何在职教师的文化接地教学法的专业知识影响的情况下，专注于数学和科学教学的发展？在方法课程中实施案例的扩展框架方法如何支持职前教师的学习？这种方法如何支持职前教师在数学和科学中学习基于文化的教学法？ 什么设计原则可以用来开发案例，提高职前教师学习数学和科学内容和文化接地教学法？通过检查职前教师的书面答复和对话时，互动的情况下，沿着与调查，日记条目，并在相应的学习任务的性能，结果预计将有助于知识职前教师的文化接地数学和科学教学法的方法课程的学习。项目成果将通过学术演讲和手稿、项目网站、播客节目和P-12从业人员专业发展会议/研讨会系列进行传播。该项目有可能使STEM教育社区和整个社会受益，为未来的小学教师做好准备，以减轻STEM中不断加深的教育不平等。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。 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 future elementary teachers’ equitable mathematics and science instruction through the development of cased-based scenarios. This project aligns with the Improving Undergraduate STEM Education (IUSE) program goals of developing a new teaching practice and curricular innovation that has the potential to improve undergraduate teacher preparation in STEM education. This project intends to investigate how cased-based scenarios (also referred to as cases) that present authentic teaching dilemmas can be used in university methods courses to enhance future elementary teachers’ ability to enact equitable mathematics and science instruction. In collaboration with in-service teachers, the project is developing cases that represent actual classroom situations that attend to elementary students’ cultural resources and lived experiences, as well as issues of power and status in classrooms. These project-developed cases are to be implemented in university-based elementary mathematics and science methods courses where pre-service teachers engage with ways to mitigate deepening educational inequities through cases as a learning tool. The research team intends to develop principles that others can use to design cases focused on equitable mathematics and science teaching. Cases resulting from this project will be made available for public use.To address the challenge of supporting elementary pre-service teachers in enactment of culturally grounded mathematics and science, this project involves designing a series of cases capturing authentic voices of in-service elementary teachers from a variety of backgrounds and settings. These cases will then be implemented in university-based elementary mathematics and science methods courses, providing new learning opportunities for pre-service teachers. A design-based research approach utilizing qualitative analyses and computational data analytics techniques will investigate the following research questions: How does in-service teachers’ expertise about culturally grounded pedagogy influence the development of cases focused on mathematics and science teaching? How can an expansive framing approach to implementing cases in methods courses support pre-service teachers’ learning? How does this approach support pre-service teachers’ learning of culturally grounded pedagogy in mathematics and science? What design principles can be used to develop cases that enhance pre-service teacher learning of mathematics and science content and culturally grounded pedagogy? By examining pre-service teachers’ written responses and dialogue when interacting with cases, along with surveys, journal entries, and performance on a consequential learning task, results are expected to contribute to knowledge regarding pre-service teachers’ learning of culturally grounded mathematics and science pedagogy in methods courses. Project results are to be disseminated via scholarly presentations and manuscripts, a project website, podcast episodes, and professional development sessions/workshop series for P-12 practitioners. This project has the potential to benefit the STEM education community and society at large by working to prepare future elementary teachers to mitigate deepening educational inequities in STEM. 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 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.