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.

数学教师很少得到教授多语种学生的充分准备或支持，因此，与主要语言背景的学生相比，这些学生(下称语言边缘化学生)获得优质学习机会的机会往往较少。然而，许多数学老师是语言边缘化学生的老师。当教师在支持多语种和其他语言被边缘化的学生方面得到专业发展时，它通常是内容中立的，有时与高质量数学教学的概念相抵触，因此很难在实践中应用。在这个项目中，研究人员将开发和研究一种新的专业发展模式，以支持数学教师学习针对语言边缘学生的响应性教学法。该项目小组将与北卡罗来纳州不同环境中的中学数学教师合作，开发一系列关于语言响应型教学法的讲习班，以适应参与者的挑战和学校背景。除了这些讲习班，随着教师在他们的课堂上实施语言响应式教学，研究小组将通过视频辅导来支持他们的学习。这一模式的核心是课堂视频作为教师学习的关键资源，其基础是通过提供了解学生体验的窗口，视频可以帮助教师培养对响应性教学的洞察力。这个项目将为改善数学教育的大规模努力做出贡献，并解决全国各地长期存在的机会差距，提供一个专业发展模式，以促进语言响应型和基于资产的数学教学形式。研究小组将使用基于设计的研究方法，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的学生？为了研究这个问题，项目团队将使用人种学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的方法进行分析，包括案例研究、民族方法论和对话分析方法。同时，研究人员将进行猜想映射，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，随着项目的继续迭代地改进模型。这项为期3年的研究的主要成果包括：描述了数学教师在支持语言边缘化学生方面面临的挑战和机遇，教师学习响应性教学法的可复制的专业发展模式，以及关于数学教师学习的性质和必要条件的理论，以支持语言边缘化学生。发现研究学前班(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高学前班学生和教师的科学、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经验上的证明。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。