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

合作研究：本科数学教师培养批判意识培养模块的设计与完善

• 批准号: 2315402
• 负责人: Ricardo Martinez
• 金额: $ 7.96万
• 依托单位: Pennsylvania State Univ University Park
• 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: 2023-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315402&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Refinement; Modules

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.

该项目旨在通过开发模块来服务于国家利益，旨在更好地为未来的6-12年级数学教师做好准备，使他们能够在日益多样化的课堂上授课，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人数继续增加，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，他们需要额外的资源来发展丰富的STEM学习经验，影响STEM领域所有学习者的结果。这个项目希望促进关于如何最好地支持未来的数学教师发展在不同环境中教学的知识、技能和性格的知识，并为不断努力增加数学教师教育工作者获得迫切需要的研究性资源做出贡献。数学教师教育工作者对这些资源的利用应该促进未来的数学教师自己的STEM学习，这应该会在全国各地的课堂上带来更好的数学教学。因此，更多的6-12年级学生，特别是来自代表性不足群体的学生，将对STEM领域产生兴趣并为进入STEM领域做好准备。这个项目将使用改进的科学方法来设计、改进和研究在6-12年级数学教学方法课程中使用的一系列模块的影响，这些模块涉及未来教师的知识、技能和性格，以便在不同的环境中进行教学，如《数学教师准备标准》中所述。具体而言，该项目将针对以下两个目标：目标1.设计和完善一系列使用批判性教学方法开发的单元，以解决：a)数学教育中的政治和历史问题，b)身份认同，c)批判意识，d)在三个机构使用计划-学习-行动(PDSA)循环，打击将学习者边缘化的非生产性做法。在制定每个模块(计划)后，将在每个机构(DO)以交错时间表颁布这些模块，以便在每次颁布之间可以共享和分析数据(研究)并进行修订(法案)。在整个设计和改进过程中，咨询委员会成员将提供反馈，这些成员在数学教师教育、准入、公平、文化、正义、课程开发和改进科学方面具有专门知识。然后，这些单元将与数学教师教育伙伴关系(包括65个计划，包括11个资源不足的机构和/或少数群体服务机构)的数学教师教育工作者共享，以便进一步完善，随后向所有数学教师教育工作者提供。目标2：研究模块对未来教师的知识、技能和性格的影响将受到两个研究问题的指导：RQ1：参加模块对职前教师对将学习者边缘化的反措施的理解有什么影响？RQ2：在数学教与学的背景下，中学职前教师在从事关于对抗贬低学习者的信念、态度、行为和实践的模块时，意识是如何转变的？该项目将使用内容分析和模块前后的数据，使用文化响应性教学结果预期和自我效能调查收集定量数据，并通过编码、主题分析和使用|中的数学来收集来自未来教师作业和反思的定性数据，以确定这些模块如何影响未来教师的多元文化数学倾向，其他与文化敏感性有关的新出现的理解，以及未来教师使用这些模块的经验如何改变他们的意识。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与式学生学习路径，该计划支持创建、探索和实施有前途的实践和工具。罗伯特·诺伊斯教师奖学金计划为该项目提供了资金。这一奖项反映了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。