Preparation of Mathematics Majors to Become Highly Qualified Mathematics Teachers

Noyce亚利桑那州数学教学（AZ MaTh）项目将汇集亚利桑那大学数学系、教学、学习和社会文化研究系、两家高需求的当地教育机构和图森市一所吸引人的中学之间的合作伙伴关系。这个项目的目标是招募数学专业的学生，他们将成为亚利桑那州30名高素质的数学教师。该计划将通过多方面和创新的招聘活动，并通过实施教师准备计划，发展和加强未来教师与亚利桑那州和全国其他地区不同学生合作的能力，为高素质数学教师的短缺提供正面回应。该计划的特点是涉及数学和数学教育教师、本科生、教师、中学数学学生及其家庭的社区，共同努力培养高质量的数学教师。虽然该项目是为亚利桑那大学的学生与当地学区的学生一起设计的，但它有可能成为全国其他项目的典范；特别是未来的教师与当地社区互动的方式，以及学习将他们的文化和语言作为教育资产的方式。AZ MaTh将为不同的学生准备具有强大的内容和教学知识以及对文化和语言方面的深刻理解的中学数学教师。AZ Noyce数学课程的总体目标是：(1)促进中学数学教学作为有才华的数学本科生的可行和有吸引力的职业选择；(2)招募本科生进入STEM教师队伍，重点是学术成绩，并增加数学系中学数学教育计划毕业生的数量；(3)为未来的数学教师创建一个可持续的招聘计划，包括与初高中学生一起工作的重要和丰富的经验；(4)加强我们的中学数学教育计划，为未来的数学教师做好准备，使他们能够在亚利桑那州和全国范围内与不同种族和语言的学生一起教学和工作。阿斯利康数学项目为潜在的教师提供了高质量的经验，可以与当地学校的学生和家庭一起工作，也可以与其他参加不同水平数学课程的本科生一起工作。这些经历包括担任(1)当地中学的导师，(2)小学教师数学课程的本科助教，(3)合作学校暑期实习的助教，以及(4)合作双语学校课外项目的实习生。诺伊斯学者在课外项目中的课程材料、成果和经验将提供给其他数学教育者和教师准备项目。该项目利用数学家和数学教育者之间正在进行的和计划中的合作来改善未来教师的本科课程。项目团队的研究工作也有可能有助于广泛理解在数学教师职前培训期间有意的文化敏感性和对语言障碍的关注如何导致学生的成功和项目招募的教师类型的多样性。

The Noyce Arizona Mathematics Teaching (AZ MaTh) Program will bring together partnerships between the Department of Mathematics and the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona, two high-need local educational agencies and a magnet middle school in Tucson. The goal of this program is to recruit mathematics majors that will become 30 highly qualified mathematics teachers in Arizona. The program will offer a head-on response to the shortage of highly qualified mathematics teachers through multifaceted and innovative recruitment activities, and by implementing a teacher preparation program that develops and strengthens prospective teachers' abilities to work with diverse students across Arizona and the rest of the nation. The program is characterized by involving a community of mathematics and mathematics education faculty, undergraduates, teachers, secondary mathematics students and their families in a collective effort to prepare high-quality mathematics teachers. While the program is designed for University of Arizona students to work with students from local school districts, it has the potential to become a model for other programs across the country; especially in the way prospective teachers interact with the local community and learn to incorporate their culture and language as educational assets. AZ MaTh will prepare secondary mathematics teachers with strong content and pedagogical knowledge as well as a deep understanding of cultural and linguistic aspects in the teaching and learning of mathematics to diverse students. The overall goals of the AZ Noyce MaTh Program will be to: (1) promote secondary mathematics teaching as a viable and engaging career choice for talented undergraduate students in mathematics, (2) recruit undergraduate students into the STEM teacher pipeline, with an emphasis on academic merit, and to increase the number of Secondary Mathematics Education Program graduates in the Department of Mathematics, (3) create a sustainable recruitment program for future mathematics teachers that includes significant and substantial experiences to work with middle and high school students, and (4) enhance our Secondary Mathematics Education Program to prepare future mathematics teachers for excellence in teaching and working with ethnically and linguistically diverse students in Arizona and nationwide. The AZ MaTh program provides high quality experiences for the potential teachers to work with students and families in local area schools, and with other undergraduate students enrolled in mathematics courses at various levels. These experiences include serving as (1) tutors in local secondary schools, (2) undergraduate teaching assistants in mathematics courses for elementary teachers, (3) teacher assistants in summer internships with partner schools, and (4) interns in an afterschool program at a partner bilingual school. Course materials and the outcomes and experiences of the Noyce scholars in the afterschool program will be made available to other mathematics educators and teacher preparation programs. The project takes advantage of ongoing and planned collaborations between mathematicians and mathematics educators to improve undergraduate course curricula for prospective teachers. The project team's research efforts also have the potential to contribute to a broad understanding of how intentional cultural sensitivity and attentiveness to language barriers during pre-service training of math teachers can lead to student success and a diversity in the types of teachers recruited to the program.