Mathematical ACES: Algebraic Concepts for Elementary Students

《数学王牌：小学生代数概念》（ACES）是加州州立大学圣贝纳迪诺分校（CSUSB）和安大略省蒙特克莱尔小学区（OMSD）的合作项目。支持合作伙伴包括CSUSB数学教育加强中心和THINK Together，这是一家提供课后项目的非营利性机构。为了提高学生在八年级代数方面的成绩，ACES瞄准了学生从基本概念到代数的数学教育连续统一体的关键节点。愿景是创建和维持专业学习社区（plc），他们协同工作，提供高质量的教学，并不断改进数学教学。教师将数学视为令人兴奋和有趣的，并对年级内和跨年级的课程有了广泛而深刻的理解。ACES正在发展一个分布式的、以课堂为基础的、由60名年级级教师领导组成的骨干队伍，他们将数学作为自己的专业领域，并为同事提供数学领导。项目目标包括：1)提高（4-8年级）学生的数学理解和成绩；2)提高教师的数学概念内容知识、教学内容知识和有效运用教学技能；3)培养可复制的文化和系统变化，从而导致数学教学的持续改进；4)开展实证研究，增加实证对教与学知识库的贡献。课程内容包括：1)暑期强化课程；2)每月工作坊；3) plc侧重于课堂学习的使用；4)教师合作时间。创新的特点包括创建了一种以课堂为基础的能力建设的新模式，在这种模式中，一群年级数学领导教师逐渐增加他们的数学知识，获得数学认证，成为课程学习的促进者。该项目并没有让教师离开课堂去承担教练式的任务，而是创造了一种新的分布式年级领导模式，其中包括一个广泛的教师领导网络，这些教师领导留在课堂上，他们的专业精神受到同事和管理部门的高度尊重，他们指导同龄人提高教学水平，他们的领导是这种专业精神的自然结果，而不是学区任命的职位。在首尔大学，对职前小学教师进行数学课程教学的数学系和对资格证课程的数学和科学方法课程进行课程学习的教育学系，在职前教师教育中引入了“课程学习”模式。研究的重点是数学内容和教学知识、学生目标结构、教学方法和改进教学方法、数学教学自我效能感和课堂教学绩效等教师变量对学生数学成绩、数学学习自我效能感、目标取向和目标结构感知的预测程度。

Mathematical ACES: Algebraic Concepts for Elementary Students (ACES), is a partnership between California State University, San Bernardino (CSUSB) and Ontario Montclair Elementary School District (OMSD). Supporting partners include the CSUSB Center for the Enhancement of Mathematics Education and THINK Together, a non-profit provider of after-school programs. To improve student success in 8th grade algebra, ACES is targeting the critical juncture in the mathematics education continuum as students move from elementary concepts to algebra. The vision is to create and sustain professional learning communities (PLCs) who work collaboratively to provide high quality instruction and continuously improve mathematics instruction. Teachers develop a view of math as exciting and interesting and gain a broad and deep understanding of the curriculum within and across grade levels. ACES is developing a distributed, classroom-based, cadre of 60 grade-level teacher leaders who adopt math as their area of expertise and provide math leadership to colleagues. Project goals include: 1) increase the mathematics understanding and achievement of (grades 4-8) students; 2) increase teachers' mathematical conceptual content knowledge, pedagogical content knowledge, and effective application of pedagogical skills; 3) cultivate replicable cultural and systemic changes that result in continuous improvement of mathematics instruction; and 4) conduct empirical research to increase evidence-based contributions to the teaching and learning knowledge base. Program components include: 1) intensive summer institutes; 2) monthly workshops; 3) PLCs focused on use of lesson study; and 4) teacher collaboration time. Innovative features include creating a new model for classroom-based capacity building in which a cadre of grade-level mathematics lead teachers gradually increase their mathematics knowledge, earn mathematics certification, and become lesson study facilitators. Instead of removing teachers from the classroom to assume coaching type assignments, the program creates a new model for distributed grade-level leadership involving a widespread network of teacher leaders who remain in the classroom, whose professionalism is highly respected by their colleagues and administration, who guide their peers in enhancing their teaching, and whose leadership is a natural outcome of this professionalism rather than a district-appointed position. At the university, lesson study is being introduced into the pre-service teacher education program by math faculty engaging in lesson study for teaching math courses to pre-service elementary teachers, and education faculty utilizing a lesson study model for math and science methods courses in the credential program. The research focuses on the degree to which teacher variables of mathematics content and pedagogical knowledge, goal structure for students, approach to instruction and to improving instruction, self-efficacy to teach mathematics, and classroom teaching performance predict student mathematics achievement, self-efficacy to do mathematics, goals orientation, and perceptions of goal structure.