Transforming Developmental Mathematics Education in Partnership with Teacher Preparation

转型发展性数学教育与教师准备合作的目标是发展性数学课程（DMCs）的学生，同时加强对未来中学数学教师（psmt）的准备。几乎40%的美国本科生至少选修一门DMC （Attewell et al., 2006）。越来越多的技术，如自适应网络辅导系统，被用来教授dmc。然而，研究表明，支持学生合作的方法对于学生在dmc中的成功至关重要（Hodera, 2011）。该项目实施并评估了psmt教授dmc的混合结构，测试了这样一个假设，即参加dmc的学生，使用基于研究的材料和方法进行教学，在数学熟练程度方面比没有参加此类课程的学生表现得更好。一个核心特点是psmt在经验丰富的数学教育者的指导下，使用基于研究的材料和方法，承担DMC教学部分的责任。评估该模型有效性的措施包括：学生数学能力的前后评估；激发学生对数学的兴趣和自我效能感的调查和访谈；视频记录了psmt的教学，对他们教学的自我反思，以及通过这一经历学习教学的采访。这个项目的智力价值是双重的：1)对混合结构的文献做出了贡献，这种混合结构最大限度地发挥了dmc中基于网络的适应性面对面教学的潜力；2)为dmc开发材料，为教师实施教学模式提供指导。传播这些材料的结果是，产生了更广泛的影响，包括改善了代表性不足群体的成果，增加了STEM的参与度，并为教师队伍做出了贡献，使他们能够更好地教授数学困难的学生。

Transforming Developmental Mathematics Education in Partnership with Teacher Preparation targets students in developmental mathematics courses (DMCs) while strengthening preparation of prospective secondary mathematics teachers (PSMTs). Almost 40% of U.S. undergraduates take at least one DMC (Attewell et al., 2006). Increasingly, technologies like adaptive web-based tutoring systems are used to teach DMCs. Research shows, however, that methods supporting student collaboration are essential for student success in DMCs (Hodera, 2011). This project implements and evaluates a hybrid structure where PSMTs teach DMCs, testing the hypothesis that students enrolled in DMCs, taught using research-based materials and methods, perform better on measures of mathematical proficiency than students not in such classes. A core feature is that PSMTs, mentored by experienced mathematics educators and using research-based materials and methods, assume responsibility for teaching sections of a DMC. Measures to assess the efficacy of this model include: pre-and post-assessments of students' mathematical proficiency; surveys and interviews soliciting students' interest and self-efficacy in mathematics; video records of PSMTs' instruction, self-reflections about their teaching, and interviews about learning to teach through this experience.The intellectual merits of this project are two-fold: 1) contribution to the scant literature on hybrid structures that maximize the potential of web-based, adaptive tutoring with face-to-face instruction in DMCs; and 2) development of materials for DMCs that provide guidance to instructors for implementing the instructional model. As a result of disseminating these materials, broader impacts include improved outcomes for under-represented groups, increased STEM participation, and contributions to a teaching force better prepared to teach students who have struggled in mathematics.