Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale

“发展雄心勃勃和公平的数学教学”项目正在两个大学区支持和调查中学一级改革数学教学的实施情况。项目研究人员问：如何支持数学教师大规模发展雄心勃勃和公平的教学实践？ 该项目建立在以前一个研究中学数学课程实施的成功项目中所学到的东西的基础上。新项目的主要目标是为在学校和地区一级实施改革发展一种以经验为基础的行动理论。 研究人员正在调查一个连贯系统内的改革，该系统侧重于领导力和以学校为基础的专业发展。 此外，他们还通过继续收集最初研究的数据，促进对课程实施情况的纵向研究。 为了建立行动理论，项目团队正在综合来自各种领域的数据，包括教学系统（例如，课程、材料、专业发展、对困难学生的支持和学习社区）、数学辅导、教师网络、学校领导和地区领导。调查人员正在使用各种分析技术，成功地整合定量和定性数据，因为他们试图了解学区策略如何在学校和教室中发挥作用，以及如何修改这些策略以改善学生的数学学习。基于经验的改革实施行动理论将有助于数学教育界实施和理解中学数学教学改革的过程。 数学教学的许多进展已经在有限的范围内记录，但研究人员和从业人员需要了解在地区范围内取得类似成功所需的全方位行动。 从这个项目开发的模型，结合纵向数据，有可能指导未来的改革努力，寻求提供雄心勃勃的和公平的数学教学。

The Development of Ambitious and Equitable Mathematics Instruction project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. Project researchers are asking: What does it take to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale? The project has built on what was learned in a previous, successful project studying the implementation of a middle school mathematics curriculum. The primary goal of the new project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development. In addition, they are facilitating a longitudinal study of the curriculum implementation by continuing the data collection from the original study. In order to build a theory of action, the project team is synthesizing data from a variety of domains including instructional systems (e.g., curriculum, materials, professional development, support for struggling students, and learning communities), mathematics coaching, networks of teachers, school leadership, and district leadership. Investigators are using a variety of analytic techniques to successfully integrate both quantitative and qualitative data as they seek to understand how school district strategies are playing out in schools and classrooms and how those strategies can be revised in order to improve student learning of mathematics. An empirically grounded theory of action for implementing reform will help the mathematics education community to implement and to understand the process of reforming mathematics instruction at the middle school level. Many advances in mathematics instruction have been documented within a limited context, but researchers and practitioners need to understand the full range of action necessary to achieve similar successes at a district-wide level. The model developed from this project, in conjunction with longitudinal data, has the potential to guide future reform efforts that seek to provide ambitious and equitable mathematics instruction.