Community College Mathematics Partnership for University Teacher Educators

大学教师教育者社区学院数学合作伙伴关系

• 批准号: 2215614
• 负责人: Anne Cawley
• 金额: $ 29.98万
• 依托单位: Cal Poly Pomona Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2215614&HistoricalAwards=false
• 关键词: Community; College; Mathematics; Partnership; University

This project aims to serve the national interest by leading to the preparation of well-qualified and diverse elementary mathematics teachers. Through partnerships between community college and university mathematics teacher educators (MTEs), the project hopes to impact mathematics education at multiple levels. First, college faculty will be engaged in professional development that should greatly impact the instruction of math content courses for future elementary teachers. Second, college students will have increased opportunities to learn essential components of mathematics taught in elementary school classrooms, developing positive outlooks towards themselves as mathematicians. Third, the work intends to foster a regional community of MTE faculty. Faculty from multiple institutions will participate in two summer institutes and a year-long Professional Learning Community to discuss, engage, and support one another in the work of mathematics teacher education. This shared commitment towards math content courses will result in articulation between community colleges and Cal Poly Pomona. The broadest impact will be to increase the number of diverse and highly qualified teachers, specifically in math. The future teachers prepared in this region of California frequently go on to teach in historically underserved districts in Southern California. With increased entry points and more alignment in instruction, this work contributes to expanding the teacher pathway through training and preparing more qualified elementary teachers.There are two main goals for this project. The first goal is to develop and implement professional development designed to strengthen the teaching of a first mathematics content course for future elementary teachers at three community colleges and one university. These institutions are Mt. San Antonio College, Chaffey College, Riverside City College, and Cal Poly Pomona. The second goal is to foster a network of support consisting of colleagues within and outside participants’ institutions. Participants will engage in a sustained program that includes: 1) a one-week summer institute during Summer 2023 that provides intensive training of mathematical topics and pedagogical practices in the first math content course for elementary teachers, 2) a structured professional learning community to meet regularly during the academic year, and 3) a one-week follow-up institute that provides an opportunity for the community to further develop knowledge of course content and pedagogical practices. Evaluative data will include pre- and post-surveys as well as recordings of participants’ classroom teaching. Assessment will investigate perceived changes in mathematical knowledge, pedagogical practices, and sense of community support for teaching math content courses for elementary teachers. Additionally, lesson recordings will be used to understand participants’ pedagogical practices and changes over the duration of the project. Results from this study will be shared at conferences focused on the teaching of mathematics, two-year colleges, or both, such as the American Mathematical Association of Two-Year Colleges conference. Dissemination will support mathematics educators in better understanding professional development of MTEs and will also show how building a community across institutions may impact enrollment of students in degrees that lead to elementary school teaching. 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.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.

该项目旨在通过培养高素质和多样化的小学数学教师来服务于国家利益。通过社区学院和大学数学教师教育工作者(MTE)之间的合作，该项目希望在多个层面上影响数学教育。首先，大学教师将从事专业发展，这将对未来小学教师的数学内容课程的教学产生重大影响。其次，大学生将有更多的机会学习小学课堂上教授的数学的基本组成部分，形成对自己作为数学家的积极看法。第三，这项工作旨在培养一个地区性的MTE教员社区。来自多个机构的教师将参加两个暑期研习班和一个为期一年的专业学习社区，在数学教师教育工作中相互讨论、参与和支持。这种对数学课程的共同承诺将导致社区大学和加州保利·波莫纳之间的联系。最广泛的影响将是增加多样化和高素质教师的数量，特别是在数学方面。在加州这一地区准备的未来教师经常会继续在南加州历史上服务不足的地区任教。随着教学切入点的增加和教学的一致性，这项工作有助于通过培训扩大教师途径，并培养更多合格的小学教师。第一个目标是发展和实施专业发展，旨在加强为三所社区学院和一所大学的未来小学教师开设第一门数学课程的教学。这些机构是Mt.圣安东尼奥学院、查菲学院、河滨城市学院和加州保利·波莫纳。第二个目标是建立一个由参与者所在机构内外的同事组成的支持网络。参与者将参与一项持续的计划，其中包括：1)2023年夏季为期一周的暑期学院，为小学教师提供第一堂数学内容课程中数学主题和教学实践的强化培训；2)结构化的专业学习社区，在学年期间定期举行会议；以及3)为期一周的后续学院，为社区提供进一步发展课程内容和教学实践知识的机会。评估数据将包括调查前和调查后，以及参与者的课堂教学录音。评估将调查在数学知识、教学实践和社区对小学教师数学课程教学的支持感方面的感知变化。此外，课程录音将被用来了解参与者在项目持续时间内的教学实践和变化。这项研究的结果将在专注于数学教学的会议、两年制大学或两者兼而有之的会议上分享，例如美国数学协会两年制大学会议。传播将支持数学教育工作者更好地了解MTE的专业发展，并将展示跨机构建立社区可能如何影响学生在导致小学教学的学位中的入学情况。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。