Mathematics and Science Teams Engaging in Research to Inspire Teaching

该项目旨在满足国家培养高效数学和科学教师的需要。各学区正在采取一些权宜之计，比如对没有深厚数学和科学知识的教师进行紧急认证。另一种方法是认证那些具有内容知识但不具备深厚的教学知识或指导以支持为所有学生服务所必需的文化能力的教师。这些方法解决了对教师的迫切需求，但导致了高流动率。该项目将通过培养学生组成两人的数学科学团队来解决这个问题，这些学生将承担需要数学和科学技能的应用科学研究经验。该项目将支持未来教师的翻译思维和沟通技巧，以便以启发教学的方式利用研究。该项目将通过利用UOTeach教育工作者准备项目，为高需求学校的教学注入至关重要的元素，该项目强调社会正义和文化支持教学法。俄勒冈大学的这个项目包括与斯普林菲尔德公立学校的合作。该项目将系统地培养数学和科学专业的大二和大三学生对教学的兴趣，在五年内产生至少25名合格的科学或数学教师。该项目还将为即将崛起的本科生实习生、UOTeach学者研究生和实习教师创建一个专业学习社区。这些活动和战略奖学金支持旨在培养(a)科学研究人员、数学家、科学和/或数学教师的身份，(b)文化能力，以及(c)支持下一代科学标准（NRC, 2013）和共同核心数学标准愿景的研究支持教学策略。由于该项目的重点是应用科学和数学研究以激发教学，以及UOTeach计划的深度公平关注，实习教师将带着文化能力以及教学和内容知识进入高需求学区，在高需求学区有效教学四年或更长时间。该项目建立在先前工作的基础上，强调了参与知识生产、与他人交流知识的重要性，并认识到科学研究需要尝试和错误，这是教师准备过程的重要组成部分（Baxter等人，2014年，Baldwin &; Darner， 2021年）。该项目将需要对现有材料进行改进，以便将数学纳入现有的指导和对从事研究的未来教师的教学支持中（Baxter & Ruzicka, 2017）。通过访谈和调查，项目团队将监测数学和科学专业学生的研究型教学和团队合作的效果，以发展对数学的理解和教学策略，使他们的未来学生受益。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 developing highly effective mathematics and science teachers. School districts are resorting to employing stop-gap measures, such as emergency certification of teachers without deep mathematics and science knowledge. Another approach has been to certify teachers who have content knowledge but do not have deep pedagogical knowledge or instruction supporting the cultural competence necessary to serve all students. These approaches address an immediate need for teachers but result in a high turn-over rate. This project will address the problem by preparing students in two-person, math-science teams who will undertake applied scientific research experiences requiring both mathematics and science skills. The project will support prospective teachers’ translational thinking and communications skills to draw on research in ways that inspire teaching. The project will be infused with elements vital to teaching in high-need schools by leveraging the educator preparation program UOTeach which emphasizes social justice and culturally supportive pedagogy.This project at the University of Oregon includes partnerships with the Springfield Public Schools. The project will systematically grow sophomore and junior mathematics and science majors' interest in teaching as a career, resulting in at least 25 certified science or mathematics teachers over five years. The project will also create a professional learning community for rising undergraduate interns, graduate UOTeach Scholars, and practicing teachers. The activities and strategic scholarship support are designed to develop (a) identities as science researchers, mathematicians, and science and/or mathematics teachers, (b) cultural competence, and (c) research-supported instructional strategies that support the vision of the Next Generation Science Standards (NRC, 2013) and the Common Core Math Standards. Due to the project's focus on applied science and mathematics research to inspire teaching, and the deep equity focus of the UOTeach program, practicing teachers will enter high-need school districts with the cultural competence as well as pedagogical and content knowledge to effectively teach in a high-need school district for four or more years. This project builds on prior work that highlights the importance of engaging in knowledge production, communicating that knowledge to others, and realizing that the doing of science requires trial and error as vital components of the teacher preparation process (Baxter, et al., 2014, Baldwin & Darner, 2021). The project will require extant materials to be refined to incorporate mathematics into existing mentorship and instructional support for prospective teachers engaged in research (Baxter & Ruzicka, 2017). Through interviews and surveys, the project team will monitor the efficacy of research inspired teaching and teaming of mathematics and science majors for the development of mathematical understandings and pedagogical strategies that benefit their future students. 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 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.