Pathway to Mathematics II: An Integrated STEM Initiative Focused on Diversity, Equity, and Inclusion

该项目旨在满足全国对准备充分、效率高的数学教师的需求。目前，缺乏合格的数学教师导致高风险学生的成绩和期望较低，特别是在农村和城市地区，教室人满为患，个人在其认证领域之外教学，以及缺乏STEM背景的长期代课教师。本项目拟在五年内招聘和培养20名高素质的数学教师。作为原来的数学之路项目的延续，它也将涉及和受益于先前项目的教师。目前项目的重点将是通过广泛的招聘活动，吸引来自数学和工程等相关学科的不同种族和民族的STEM专业学生。该项目的一个特点是其实习前的经验，允许未来的教师在成为学者之前与导师老师一起观察和参与。学生毕业后将获得数学教育硕士学位，完成教学方法和数学内容方面的研究生课程。南阿拉巴马大学教育与专业研究学院以及艺术与科学与工程学院的这个项目包括与莫比尔县公立学校系统的合作。目标包括：1)了解吸引STEM专业学生从事数学教师职业的因素；2)让当前的STEM专业学生和专业人士参与课程设计，为所有学生，特别是当地高需求学区的学生提供广泛的教学经验。该项目的智力价值源于其培养数学教师的能力，这些教师在评估从中学开始的综合STEM方法的数学教学效果的同时，仍留在该专业。为了使项目产生更广泛的影响，预计通过课程作业、暑期STEM和多样性研究所、研讨会、沉浸式实地考察和以文化相关教学法和多样性教育为重点的讲习班，以及通过与初高中学生的现实生活个人联系，学者们将带着满足他们所服务的人群中学生的学术、社会和心理需求所需的工具和性格毕业。本项目由Robert Noyce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教师的有效性和留任率的研究。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。

This project aims to serve the national need for well-prepared and highly effective mathematics teachers. Currently, the lack of certified mathematics teachers contributes to lower achievement and expectations for high-risk students, especially in rural and urban areas that have overpopulated classrooms, individuals teaching outside their certification fields, and long-term substitute teachers lacking STEM backgrounds. This project intends to recruit and prepare 20 high quality mathematics teachers over a five year period. As a continuation of the original Pathway to Mathematics project, it will also involve and benefit teachers produced by that prior project. A focus of the current project will be attracting racially and ethnically diverse STEM majors from related disciplines, such as mathematics and engineering, through an extensive recruitment campaign. A hallmark of the project will be its pre-residency experience, allowing prospective teachers to observe and participate with mentor teachers prior to becoming scholars. Scholars will graduate with a master’s degree in mathematics education, completing graduate coursework in both teaching pedagogy and mathematics content.This project of the University of South Alabama College of Education and Professional Studies and the Colleges of Arts and Sciences and Engineering includes a partnership with the Mobile County Public School System. Goals include: 1) generating knowledge of factors that attract STEM majors to careers as mathematics teachers, and 2) engaging current STEM majors and professionals in a curriculum designed to provide a wide spectrum of teaching experiences beneficial to all students, especially those in local high-need school districts. The intellectual merit of this project derives from its capacity to produce mathematics teachers who stay in the profession while evaluating effects of an integrated STEM approach to teaching mathematics starting in the middle grades. Towards the project's broader impacts it is anticipated that through coursework, a Summer STEM and Diversity Institute, seminars, immersive field trips, and workshops focused in culturally relevant pedagogy and diversity education, and through real life personal connections with middle and high school students, scholars will graduate with the tools and dispositions needed to meet the academic, social, and psychological needs of students in the population they will serve. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce 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 effectiveness and retention 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.