Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

数学教学公平性和访问量规的验证 (VEAR-MI)

• 批准号: 2326588
• 负责人: Jonee Wilson
• 金额: $ 229.65万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2326588&HistoricalAwards=false
• 关键词: Validation; Equity; Access; Rubrics; Mathematics

High-quality mathematics instruction remains uncommon and opportunities for students to develop the mathematical understanding are not distributed equally. This is particularly true for students of color and students for whom English is not their first language. While educational research has made progress in identifying practices that are considered high-quality, little attention has been given to specific instructional practices that support historically marginalized groups of students particularly as they participate in more rigorous mathematics. The main goal is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. In addition, the project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.This project will make use of two existing large-scale datasets focusing on mathematics teachers to develop rubrics on mathematics instructional quality. The datasets include nearly 3,000 video-recorded mathematics lessons and student achievement records from students in Grades 3 through 8. The four phases of this research and development project include training material development, an observation and rubric generalizability study, a coder reliability study, and structural analysis. Data analysis plans involve case studies, exploratory and confirmatory factor analyses, and cognitive interviews. 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.

高质量的数学教学仍然很少见，学生发展数学理解的机会分配不均。对于有色人种的学生和英语不是他们的第一语言的学生来说，情况尤其如此。虽然教育研究在确定被认为是高质量的做法方面取得了进展，但很少注意支持历史上被边缘化的学生群体的具体教学做法，特别是在他们参加更严格的数学课程时。主要目标是验证一套准则，这些准则关注支持数学课堂公平和机会的教学实践的存在和质量。此外，项目小组还将澄清规则中概述的做法与教师的观点和知识方面以及学生学习结果之间的关系。这项计划将利用现有的两个以数学教师为重点的大型数据库集来制定关于数学教学质量的规则。数据集包括近3000节3年级到8年级学生的数学课视频和学生成绩记录。这一研究和开发项目的四个阶段包括培训材料开发、观察和准则概括性研究、编码员可靠性研究和结构分析。数据分析计划包括案例研究、探索性和验证性因素分析以及认知访谈。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，显著提高Pre-K-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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。