Improving the Mathematical Understanding of Minority Students

本项目的目标是设计、实施和评估一个 小学数学教学模式（K-3年级），以加强 学生理解和支持教师的变化占主导地位 少数民族公立学校 “教学内容知识”， 少数民族教师的数学内容知识和信念 儿童将在暑期在职培训中得到解决， 反映了与年级相关的重点。 夏季部分将迫使 教师要：调查数学教学的前提 应该以孩子现有的知识为基础，反思他们的 数学知觉与数学教学，注重 教学中情感行为影响，直接涉及公平 问题，审查和发展教学活动，以促进 数学理解和解决问题，以及经验 组织和进行有意义的数学教学， 少数民族儿童。 项目研究将在以下方面 纵向影响学生的数学理解，教师的 教学方法、课堂实践和教师信念。 这将包括对执行情况进行持续的进程评价， 夏季在职目标的实施情况以及 在职影响方面的学生学习和教师的信念， 实践 该项目得到了教师培训处的共同支持 材料开发、研究和改进司 非正式科学教育。

The objective of this project is to design, implement and evaluate a model for primary mathematics instruction (grades K-3) to enhance student understanding and support teacher change in predominantly minority public schools. The "pedagogical content knowledge," mathematical content knowledge, and beliefs of teachers of minority children will be addressed in summer inservice programs designed to reflect a grade-related focus. The summer component will compel the teachers to: investigate the premise that mathematics instruction should be based on a child's existing knowledge, reflect on their perception of mathematics and mathematical instruction, focus on the influence of affective behavior in instruction, directly address equity issues, examine and develop instructional activities to foster mathematical understanding and problem solving, and experience organizing and conducting meaningful mathematics instruction with a small group of minority children. Project research will be in terms of longitudinal effect on students' mathematical understandings, teachers' instructional approaches, classroom practices, and teacher beliefs. This will include an on-going process evaluation of the implementation of the summer inservice goals and a multi-year impact evaluation of the inservice effects in terms of student learning and teacher beliefs and practices. This project is jointly supported by the Division of Teacher Preparation and Enhancement and the Division of Materials Development, Research and Informal Science Education.