Integrating Technology-Rich Instruction of Urban Students into the Secondary Education-Mathematics Curriculum

该项目团队正在与一个城市学区合作，使数学教育专业的学生能够在PI机构的一个示范教室中向市中心的学生教授技术丰富的数学课，从而获得经验。正在对现有的数学方法课程进行结构调整，以强调在备课和向来自当地学区的来访学生授课的背景下应用课程内容。该项目的智力价值取决于三个部分：1)为本科生提供教授不同学生群体的早期经验；2)将数学教育理论与实践联系起来；3)促进有效利用技术来促进学生的数学推理和理性思考。此外，调查组正在研究重组后的课程和模式技术课堂对以下方面的影响：i)本科生对城市环境下教学的信念，ii)他们对技术和实施策略的知识，以及iii)他们将教育理论与课堂实践联系起来的能力。这项工作成果的出版和展示有助于该项目的更广泛影响，因为它为其他本科教育项目提供了信息，并为如何为职前教师提供早期、真实的技术教学经验提供了一个模式。此外，伊利学区的参与学生还受益于参加数学课和参观大学校园的机会。最后，当地学区的合作教师通过接触实施技术丰富的数学课程的有效范例，正在获得宝贵的在职专业发展。

This project team is collaborating with an urban school district to enable mathematics education majors to gain experiences teaching technology-rich mathematics lessons to inner-city students in a model classroom at the PI's institution. Existing mathematics methods courses are being restructured to emphasize applying the course content within the context of preparing and teaching lessons to students visiting from the local school district. The intellectual merit of the project rests on three components: 1) providing undergraduates early experiences in teaching diverse student populations; 2) linking mathematics education theory with practice; and 3) promoting effective use of technology to advance mathematical reasoning and sense making in students. In addition, the investigating team is examining the impact of the restructured courses and model technology classroom on: i) the beliefs of the undergraduate mathematics education students about teaching in an urban setting, ii) their knowledge of technology and implementation strategies, and iii) their ability to link educational theories and classroom practices. The publication and presentation of findings from this work are contributing to the project's broader impacts by informing other undergraduate education programs and providing a model for how to provide preservice teachers with early, authentic experiences teaching with technology. Moreover, the participating students in the Erie School District are benefitting from engaging mathematics lessons and opportunities to visit a college campus. Finally, collaborating teachers in the local school districts are gaining valuable in-service professional development through their exposure to effective examples of implementations of technology-enriched mathematics lessons.