Community Impact with Teacher Leaders in Data Science and Mathematical Modeling

数据科学和数学建模领域教师领导者的社区影响

• 批准号: 2345194
• 负责人: Brynja Kohler
• 金额: $ 293.58万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-07-01 至 2030-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345194&HistoricalAwards=false
• 关键词: Community; Impact; Teacher; Leaders; Data

The project aims to serve the national need of developing highly effective teacher leaders with the skills necessary to instruct secondary students in mathematical modeling and data science. In rural and Native American communities in Utah, teachers and university experts will partner to investigate local issues. Although using mathematics and data science to inform decision making regarding important scientific and social issues has been growing in significance, many secondary mathematics teachers, particularly in rural areas, have had limited opportunities to learn mathematical and data modeling skills or effective ways to teach these skills to their students. This project aspires to create more opportunities and teaching support to cultivate rich opportunities for learning among rural and Native American students by enhancing teacher leaders’ expertise in data science and mathematical modeling and in culturally responsive teaching practices in this context. In addition, teacher leaders will hone skills for mentoring other teachers in their schools.This project at Utah State University (USU) includes partnerships with Uintah, Duchesne, and San Juan School Districts, along with Uintah River High School within the Ute Tribe Education Department in Utah. Project goals include: (1) Develop teacher leaders with expertise in data science and mathematical modeling to levels requisite for strengthening modeling and data science education; (2) Develop teacher leaders with the pedagogical expertise to incorporate culturally responsive teaching in data science and mathematical modeling lessons; (3) Develop teacher leaders who will engage with their communities through research activities and mentor prospective and early career teachers in rural and Native communities. The project will recruit and support 24 master teacher fellows (MTFs) to become exemplary teacher-leaders who engage students with mathematical modeling and data science in culturally relevant contexts. To this end, the design of the project enables the creation of mathematical modeling and data science learning materials and instructional techniques that are grounded in the needs, culture, and experiences of rural and Native American communities. Through cultivating teacher leaders in high-need school districts with pedagogical content knowledge in mathematical modeling and data science, the project seeks to improve STEM education outcomes for students in the state of Utah. A panel comprised of professionals, educators, and state government officials will provide guidance and strategic advice to help attain project goals and maximize project outcomes. Additionally, the project evaluation employs mixed methods techniques to assess the effectiveness of the approaches used to support MTFs and examine the progress toward meeting project goals. Dissemination of project outcomes include presentations at professional conferences, regional professional workshops, and refereed publications. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家对培养具有指导中学生数学建模和数据科学所需技能的高效教师领导的需求。在犹他州的农村和印第安人社区，教师和大学专家将合作调查当地问题。尽管利用数学和数据科学为重要科学和社会问题的决策提供信息的重要性日益增加，但许多中学数学教师，特别是农村地区的中学数学教师，学习数学和数据建模技能的机会有限，也没有有效的方法向学生教授这些技能。该项目旨在通过提高教师领导在数据科学和数学建模方面的专业知识以及在这一背景下的文化响应教学实践，创造更多的机会和教学支持，为农村和美洲原住民学生培养丰富的学习机会。此外，教师领导将磨练指导学校其他教师的技能。犹他州立大学（USU）的这个项目包括与犹他大学、杜申学区和圣胡安学区的合作，以及犹他州尤特部落教育部的犹他河高中。项目目标包括：(1)培养具有数据科学和数学建模专业知识的教师领导，使其达到加强建模和数据科学教育所需的水平；(2)培养具有教学专业知识的教师领导，将文化响应教学纳入数据科学和数学建模课程；(3)培养教师领袖，他们将通过研究活动与社区接触，并指导农村和土著社区的未来和早期职业教师。该项目将招募并支持24名硕士教师研究员（mtf），使他们成为模范教师领袖，在与文化相关的背景下，让学生参与数学建模和数据科学。为此，该项目的设计使数学建模和数据科学学习材料和教学技术的创建成为可能，这些材料和教学技术以农村和美洲原住民社区的需求、文化和经验为基础。通过在高需求学区培养具有数学建模和数据科学教学内容知识的教师领导者，该项目旨在改善犹他州学生的STEM教育成果。一个由专业人士、教育工作者和州政府官员组成的小组将提供指导和战略建议，以帮助实现项目目标并最大化项目成果。此外，项目评估采用混合方法技术来评估用于支持mtf的方法的有效性，并检查实现项目目标的进度。项目成果的传播包括在专业会议、区域专业讲习班和评审出版物上的报告。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。