Mathematics and Science Teams Engaging in Research to Inspire Teaching

数学和科学团队从事研究以启发教学

• 批准号: 2151160
• 负责人: Jenefer Husman
• 金额: $ 120万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151160&HistoricalAwards=false
• 关键词: Mathematics; Science; Teams; Engaging; Research

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.

该项目旨在满足国家培养高效数学和科学教师的需要。学区正在采取权宜之计，例如对没有深厚数学和科学知识的教师进行紧急认证。另一种办法是对那些有学科知识但没有深厚的教学知识或教学支持为所有学生服务所需的文化能力的教师进行认证。这些办法解决了对教师的迫切需要，但也导致了很高的更替率。该项目将通过培养两人数学科学团队的学生来解决这个问题，他们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能，以启发教学的方式借鉴研究。该项目将通过利用教育者准备计划UOTeach注入对高需求学校教学至关重要的元素，该计划强调社会正义和文化支持教学法。俄勒冈州大学的这个项目包括与斯普林菲尔德公立学校的合作伙伴关系。该项目将系统地提高大二和大三数学和科学专业学生对教学的兴趣，并在五年内培养至少25名合格的科学或数学教师。该项目还将为正在崛起的本科实习生、毕业的UOTeach学者和实践教师创建一个专业学习社区。活动和战略奖学金支持旨在发展（a）作为科学研究人员，数学家和科学和/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的愿景的研究支持的教学战略。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UOTach计划的深度公平重点，实践教师将进入高需求学区，具有文化能力以及教学和内容知识，以便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，并意识到从事科学需要反复试验作为教师准备过程的重要组成部分（巴克斯特等人，2014，Baldwin Darner，2021）。该项目将需要现有的材料进行完善，将数学纳入现有的导师和教学支持，为未来的教师从事研究（巴克斯特Ruzicka，2017年）。通过访谈和调查，项目团队将监测数学和科学专业的研究启发式教学和团队合作的有效性，以促进数学理解和教学策略的发展，使未来的学生受益。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。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。