Collaborative Research: The Design and Refinement of Modules for Raising Critical Consciousnessin Undergraduate Mathematics Teacher Preparation

该项目旨在通过开发模块来为国家利益服务，这些模块旨在更好地为未来6-12年级的数学教师做好准备，以便在日益多样化的教室中教学，同时促进未来教师自己的STEM学习。该项目意义重大，因为研究表明，尽管美国学校的学生群体在不断增加多样性，特别是在种族、语言和社会经济地位方面，但教师主要是白人，需要额外的资源来培养丰富的STEM学习经验，从而影响STEM领域所有学习者的成果。该项目希望促进对如何最好地支持未来的数学教师发展知识、技能和在不同环境中教学的倾向的认识，并为不断努力增加数学教师教育工作者获得急需的研究型资源做出贡献。数学教师教育者对这些资源的使用应该促进未来数学教师自己的STEM学习，这应该导致全国各地课堂上更好的数学教学。因此，更多6-12年级的学生，特别是来自代表性不足群体的学生，将对STEM领域产生兴趣并做好进入STEM领域的准备。该项目将使用改进科学方法来设计、完善和研究一系列模块的影响，这些模块将用于6-12年级的数学教学方法课程，这些课程将根据《数学教师准备标准》中概述的不同环境中未来教师的知识、技能和教学倾向。具体来说，该项目将解决以下两个目标：目标1。设计和完善使用批判性教学法开发的一系列模块，以解决：a)数学教育中的政治和历史问题，b)身份，c)批判性意识，以及d)通过在三个机构使用计划-执行-研究-行动（PDSA）循环来对抗边缘化学习者的非生产性实践。在每个模块（计划）开发完成后，每个模块将在每个机构以交错的时间表制定（Do），以便在每次制定之间共享和分析数据（研究）并进行修订（法案）。在整个设计和改进过程中，具有数学教师教育、机会、公平、文化、公正、课程开发和改进科学方面专业知识的顾问委员会成员将提供反馈。然后，这些模块将与数学教师教育伙伴关系（包括65个项目，包括11个资源不足的机构和/或少数民族服务机构）的数学教师教育工作者共享，以进一步完善，并随后提供给所有数学教师教育工作者。目标2。研究这些模块对未来教师的知识、技能和性格的影响将以两个研究问题为指导：RQ1：参与这些模块对职前教师对抵制边缘化数学学习者的做法的理解有什么影响？RQ2：中学职前教师在参与反对在数学教与学的背景下贬低学习者的信念、态度、行动和实践的模块时，他们的意识是如何转变的？该项目将通过内容分析收集定量数据，通过文化响应性教学结果期望和自我效能调查收集模块前后数据，并通过编码、专题分析和使用数学与|在conconimientos中的应用收集准教师作业和反思的定性数据，以确定模块如何影响准教师的多元文化数学倾向，以及其他与文化敏感性相关的新兴理解，以及未来教师对这些模块的体验如何改变了他们的意识。NSF IUSE: EDU项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。罗伯特·诺伊斯教师奖学金项目为该项目提供了资金。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 interest by developing modules intended to better prepare prospective grade 6-12 mathematics teachers to teach in increasingly diverse classrooms while advancing prospective teachers’ own STEM learning. This project is significant because research indicates that although student populations in U.S. schools are continuing to increase in diversity, specifically with respect to race, language, and socio-economic status, teachers are predominantly white and need additional resources to develop rich STEM learning experiences that impact outcomes for all learners in STEM fields. This project hopes to advance the knowledge of how best to support prospective mathematics teachers in developing the knowledge, skills, and dispositions to teach in diverse settings and contribute to ongoing efforts to increase access to much needed research-based resources for mathematics teacher educators. Mathematics teacher educators' use of these resources should advance prospective mathematics teachers’ own STEM learning which should lead to better mathematics instruction in classrooms across the country. As a result, more grade 6-12 students, particularly students from underrepresented groups, will develop an interest in and be prepared to enter STEM fields. This project will use improvement science methods to design, refine, and study the impact of a series of modules for use in grade 6-12 mathematics teaching methods courses that address prospective teachers’ knowledge, skills, and dispositions for teaching in diverse settings as outlined in Standards for the Preparation of Teachers of Mathematics. Specifically, the project will address two goals as follows: Goal 1. Design and refine a series of modules developed using critical pedagogies to address: a) the political and historical issues in mathematics education, b) identity, c) critical consciousness, and d) countering unproductive practices that marginalize learners by using Plan-Do-Study-Act (PDSA) cycles at three institutions. After the development of each module (Plan), the modules will be enacted in a staggered schedule at each institution (Do) so that between each enactment, data can be shared and analyzed (Study) and revisions can be made (Act). Throughout the design and refinement process advisory board members with expertise in mathematics teacher education, access, equity, culture, justice, curriculum development, and improvement science will provide feedback. The modules will then be shared with mathematics teacher educators who are part of the Mathematics Teacher Education Partnership (which includes 65 programs, including 11 under-resourced institutions and/or minority-serving institutions) for further refinement and subsequently made available to all mathematics teacher educators. Goal 2. Studying the impact of the modules on prospective teachers’ knowledge, skills, and dispositions will be guided by two research questions: RQ1: What impact does participating in the modules have on pre-service teachers' understanding of countering practices that marginalize learners in mathematics? RQ2: How does the consciousness of secondary pre-service teachers shift while engaged in modules on countering beliefs, attitudes, actions and practices that devalue learners in the context of teaching and learning of mathematics? The project will collect quantitative data using content analysis and pre-and post-module data using the Culturally Responsive Teaching Outcome Expectancy and Self-Efficacy surveys and qualitative data from prospective teachers assignments and reflections through coding, thematic analysis, and using Mathematics with|in conocimientos to determine how the modules influenced prospective teachers’ multicultural mathematics dispositions, other emergent understandings related to cultural sensitivity, and how prospective teachers’ experiences with the modules created changes in their consciousness. The NSF IUSE: EDU 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. The Robert Noyce Teacher Scholarship Program has contributed funding to this project.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.