Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking

合作研究:审视职前小学教师的纵向发展——公平关注儿童的数学思维

基本信息

项目摘要

Preparing teachers to create equitable mathematics classrooms is an ongoing challenge for teacher education. This begins with helping teachers focus on children's strengths and identities as mathematics learners. Then, teachers need to be able to respond to children's experiences, knowledge, and mathematical reasoning when planning and teaching. This is particularly important for groups that have been historically marginalized in mathematics (e.g., Black, Latinx, Indigenous, Asian American Pacific Islander). Teachers also need to consider how they can create change in their schools and districts for equitable mathematics teaching and learning. There is a need for resources for teacher education programs to help pre-service teachers learn about equitable mathematics approaches to teaching and learning. The project will also develop modules, resources, and tools for exploring how teachers' understanding of equity changes from their last year of the preparation program into their first year of teaching. The tools and resources can be shared with other teacher education programs. The project builds upon prior research about the use and development of micromodules to help preservice teachers develop positive attitudes towards mathematics, practice equitable noticing of mathematics and understand the sociopolitical influences on teaching and learning. An important component of equitable noticing is helping teachers recognize how children's identities, language and mathematical reasoning are central to learning. The research questions examine how instructional experiences for preservice teachers influence their equitable professional noticing and how teaching practices continue once they are first-year teachers. The longitudinal study uses an embedded mixed methods approach that collects data in mathematics teaching methods courses, student teaching and the first year of teaching. The research will incorporate the following data sources: an assessment suite called Multiple Assessments for Noticing Equitably (MANE), a video-based think-aloud protocol, semi-structured interviews, and other artifacts of the teacher education experience.This project is supported by NSF's EDU Core Research (ECR) Program and the Discovery Research preK-12 Program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. 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.
培养教师创造公平的数学课堂是教师教育的一个持续挑战。这首先要帮助教师关注儿童作为数学学习者的优势和身份。然后,教师需要能够在规划和教学时对儿童的经验,知识和数学推理做出反应。这对于历史上在数学中被边缘化的群体(例如,黑人,拉丁裔,土著,亚裔美国人太平洋岛民)。教师还需要考虑如何在他们的学校和地区创造公平的数学教学和学习的变化。有必要为教师教育计划提供资源,以帮助职前教师了解公平的数学教学方法。该项目还将开发模块、资源和工具,以探索教师对公平的理解如何从最后一年的准备计划转变为第一年的教学。这些工具和资源可以与其他教师教育计划共享。该项目建立在先前关于使用和开发微模块的研究基础上,以帮助中学教师培养对数学的积极态度,实践公平的数学注意力,并了解社会政治对教学和学习的影响。公平注意的一个重要组成部分是帮助教师认识到儿童的身份、语言和数学推理对学习的重要性。研究问题探讨了在职教师的教学经验如何影响他们的公平专业注意力,以及一旦他们是一年级教师,教学实践如何继续。纵向研究采用嵌入式混合方法的方法,收集数据,在数学教学方法课程,学生教学和第一年的教学。该研究将纳入以下数据源:一个评估套件称为多个评估注意公平(马内),基于视频的有声思维协议,半结构化的访谈,和其他工件的教师教育experience.This项目是由美国国家科学基金会的EDU核心研究(ECR)计划和发现研究preK-12计划的支持。ECR计划强调基础STEM教育研究,产生该领域的基础知识。投资是在关键领域是必不可少的,广泛的和持久的:干学习和干学习环境,扩大参与干,干劳动力发展。探索研究preK-12计划(DRK-12)旨在通过研究和开发创新资源,模型和工具,显着提高preK-12学生和教师的科学,技术,工程和数学(STEM)的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。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。

项目成果

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Naomi Jessup其他文献

The FAIR framework to capture anti-blackness in teacher noticing: a case for Daniel
  • DOI:
    10.1007/s11858-025-01718-8
  • 发表时间:
    2025-07-21
  • 期刊:
  • 影响因子:
    2.400
  • 作者:
    Naomi Jessup;Nicole Louie;Aditya Adiredja
  • 通讯作者:
    Aditya Adiredja

Naomi Jessup的其他文献

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