Developing Mathematics Teachers Responsive Pedagogies for Linguistically Marginalized Students

为语言边缘化学生开发数学教师响应式教学法

• 批准号: 2247128
• 负责人: Samantha Marshall Pham
• 金额: $ 45.98万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247128&HistoricalAwards=false
• 关键词: Developing; Mathematics; Teachers; Responsive; Pedagogies

Mathematics teachers rarely receive adequate preparation or support for teaching multilingual students and, as a result, these students (hereinafter linguistically marginalized students) often have diminished access to quality learning opportunities compared to students from dominant language backgrounds. Yet, many mathematics teachers are teachers of linguistically marginalized students. When teachers do receive professional development in supporting multilingual and other linguistically marginalized students, it is typically content-neutral and sometimes at odds with notions of quality mathematics teaching, making it difficult to apply in practice. In this project, researchers will develop and investigate a novel professional development model to support mathematics teachers’ learning of responsive pedagogies for linguistically marginalized students. Working with secondary mathematics teachers in diverse settings in North Carolina, the project team will develop a series of workshops on linguistically responsive pedagogies tailored to participants’ challenges and school contexts. In addition to these workshops, as teachers enact linguistically responsive pedagogies in their classrooms, the research team will support their learning with video-coaching. Central to this model is classroom video as a key resource for teachers’ learning, building on the conjecture that by providing a window into students’ experiences, video can help develop teachers’ insights for responsive pedagogies. This project will contribute to large-scale efforts to improve mathematics education and address longstanding opportunity gaps across the nation, offering a professional development model to foster linguistically responsive and asset-based forms of mathematics teaching.Using design-based research methods, the research team will investigate the overarching research question: How do secondary mathematics teachers learn about supporting linguistically marginalized students? To investigate this question, the project team will use ethnographic data collection methods to capture the development of teachers’ learning trajectories. These data will be analyzed using qualitative methods including case study, ethnomethodological, and conversation-analytic approaches. Simultaneously, researchers will engage in conjecture mapping to understand elements of the model’s design that support teacher learning as well as the mediating processes of learning, iteratively refining the model as the project continues. The primary outcomes of this 3-year study include: a portrait of the challenges and opportunities that mathematics teachers face in supporting linguistically marginalized students, a replicable model of professional development for teachers’ learning of responsive pedagogies, and theory about the nature of—and conditions necessary for—mathematics teachers’ learning to support linguistically marginalized students.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

数学教师在教授多语种学生时很少得到充分的准备或支持，因此，与来自优势语言背景的学生相比，这些学生（以下简称语言边缘化学生）获得高质量学习机会的机会往往较少。然而，许多数学教师是语言边缘化学生的教师。即使教师确实在支持多语种和其他语言边缘化学生方面获得了专业发展，但这通常是内容中立的，有时与优质数学教学的概念不一致，使其难以在实践中应用。在本项目中，研究人员将开发和调查一个新的专业发展模式，以支持数学教师学习语言边缘学生的响应式教学法。项目团队将与北卡罗来纳州不同背景下的中学数学教师合作，针对参与者面临的挑战和学校环境，开发一系列针对语言响应教学法的研讨会。除了这些研讨会之外，当教师在课堂上实施语言响应教学法时，研究小组将通过视频指导来支持他们的学习。该模型的核心是课堂视频作为教师学习的关键资源，建立在这样一个假设之上：通过提供一个了解学生经验的窗口，视频可以帮助教师培养对响应式教学法的洞察力。该项目将为大规模改善全国数学教育和解决长期存在的机会差距做出贡献，提供一种专业发展模式，以促进语言响应和基于资产的数学教学形式。使用基于设计的研究方法，研究小组将调查首要的研究问题：中学数学教师如何学习支持语言边缘化学生？为了调查这个问题，项目团队将使用民族志数据收集方法来捕捉教师学习轨迹的发展。这些数据将使用定性方法进行分析，包括案例研究、民族方法学和对话分析方法。同时，研究人员将参与猜想映射，以了解支持教师学习的模型设计元素以及学习的中介过程，并随着项目的继续迭代地完善模型。这项为期3年的研究的主要成果包括：数学教师在支持语言边缘化学生方面面临的挑战和机遇的描述，教师学习响应式教学法的专业发展的可复制模型，以及关于数学教师学习支持语言边缘化学生的性质和必要条件的理论。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。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。