Developing 21st Century Inclusive- and Mathematical Literacy-Driven Middle School and High School Mathematics Teachers: SJSU’s Mathematics Integrated Teacher Preparation Program

该项目旨在满足国家培养高素质数学教师的需求，这些教师具备提高初高中学生数学成绩的知识和技能。目前培养未来中学数学教师的方法，如建立公平的心态，实施与文化相关的教学法，以及发展学术素养，通常是在孤岛中进行的。该项目旨在将传统的教师资格认证计划转变为学科驱动的综合计划，在该计划中，未来的数学教师同时承担数学内容和数学特定教学法，同时学习针对正常发展学生和轻度至中度残疾学生的循证干预策略。这种方法有可能彻底改变高需求城市学校的数学教学。考虑到有大量学生在数学方面达不到标准，特别是来自不同文化和语言背景的学生以及残疾学生，该项目在数学教师培养方面的创新方法对于打破现状至关重要。该项目将在五年内支持30名数学专业学生，他们将在完成数学学士学位（辅修特殊教育）和数学单科证书的同时，开发、实施和完善综合教学实践。圣何塞州立大学的这个项目包括与东区联合高中区和坎贝尔联合学区的合作。这个项目有三个目标。首先，该项目将在五年内培养30名具有深厚综合教学技能的新中学数学教师，以满足所有学生的需求。其次，该项目将建立一个STEM内容驱动和设计集成的教师培训计划。第三，研究人员将确定综合策略，并检查这些策略的结果，以有效地实施与文化相关和社会正义导向的绩效任务的数学素养驱动的教学实践。组织前瞻性数学教师学习的基本理论框架包括形成性评估设计教学周期过程以及研究衍生的公平数学教学之路资源指南和工具包，以支持所有学习者。该项目将提高对如何培养21世纪中学数学教师的认识，这些教师应具备在包容性数学课堂中创造和支持以数学素养为导向的高影响力教学和学习的心态、技能和知识。包括调查和访谈在内的形成性评估将为以下方面的持续改进提供持续反馈：项目吸引参与者的程度；未来的数学教师在高中教学工作中准备得如何以及该项目在高需求学校留住初级教师的能力。项目团队、顾问委员会和外部评估团队将产生总结性评估，衡量成功，确定关注点，并为实现及时的变更提供建议。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce项目支持有才华的STEM本科专业学生成为有效的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导师。它还支持对高需求学区K-12 STEM教师的保留和有效性的研究。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。

The project aims to serve the national need of preparing high-quality mathematics teachers who have the knowledge and skills to improve mathematical outcomes for all middle and high school students. Current approaches to preparing prospective secondary mathematics teachers, such as building an equity mindset, implementing culturally relevant pedagogy, and developing academic literacy are typically pursued in silos. This project aims to transform a traditional teacher credential program into a subject matter-driven integrated program in which prospective mathematics teachers simultaneously undertake mathematics content and mathematics specific pedagogy while also learning evidence-based intervention strategies both for typically developing students and students with mild to moderate disabilities. This approach has the potential to revolutionize mathematics teaching and learning in high-need urban schools. Considering the reported number of students who do not meet standards in mathematics, especially students from culturally and linguistically diverse backgrounds and with disabilities, this project's innovative approach to mathematics teacher preparation is critical to disrupting the status quo. This project will support 30 mathematics majors over a period of five years who will develop, implement, and refine integrated instructional practices as they complete a B.A. in Mathematics with a minor in special education and a single subject credential in mathematics. This project at San Jose State University includes partnerships with East Side Union High School District and Campbell Union School District. Three goals guide this project. First, the project will produce 30 new secondary mathematics teachers over five years with deep integrated instructional skills to serve the needs of all students. Second, the project will establish a STEM content-driven and integrated-by-design teacher preparation program. Third, the investigators will identify integrated strategies and examine outcomes of these strategies for effectively implementing mathematical literacy-driven instructional practices using culturally-relevant and social-justice oriented performance tasks. The underlying theoretical framework for organizing prospective mathematics teacher learning incorporates a formative-assessment design teaching cycle process along with the research-derived Pathway to Equitable Math Instruction resource guide and toolkit for supporting all learners. The project will advance knowledge of how to prepare 21st century secondary mathematics teachers who possess the mindset, skills, and knowledge to create and support high-impact mathematical literacy-driven instruction and learning in inclusive mathematics classrooms. Formative evaluation including surveys and interviews will provide ongoing feedback for continuous improvement in the following areas: how well the project attracts participants; how well prospective mathematics teachers are prepared for the work of teaching in high need schools; and how well the project is able to retain beginning teachers in high-need schools. The project team, Advisory Board, and external evaluation team will generate summative assessments, gauge success, identify concerns, and provide recommendations for implementing timely change. 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 to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM mentor teachers in high-need school districts. It also supports research on the 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.