Algebra Project Mathematics Content and Pedagogy Initiative

代数继续充当着高中生的看门人和潜在障碍。代数项目数学内容和教学法倡议（APMCPI）将在完善的代数项目（AP）教学框架的基础上，扩大、实施和评估K-12数学教育干预措施的效果。APMCPI项目团队由四所hbcu（弗吉尼亚州立大学、迪拉德大学、泽维尔大学、林肯大学）、南方倡议代数项目（SIAP）和四个与合作大学密切相关的学区组成。代数项目的目的是提高贫困学区学生在数学方面的表现和参与度，特别是那些来自非洲裔美国人和西班牙裔美国人等服务不足人群的大量低收入学生。该项目将在四个地区提供专业发展和实施代数项目，并研究对学生学习的影响。研究结果将为全国学习如何提高所有孩子的数学成绩提供信息，尤其是那些生活在贫困市中心学区的孩子。这项研究建立在之前的一个试点项目的基础上，该项目使通过州考试的学生增加了74%。在该项目的早期阶段，与这四所大学密切相关的四个地区的教师将在暑期教师学院接受代数项目的专业发展，并在学年期间得到持续的支持，包括社区发展计划。专业发展旨在帮助教师将数学问题解决与情境丰富的课程结合起来，这既加强又整合了教师对数学关键概念的理解，从而更好地吸引学生。该项目还将重点帮助教师建立一个框架，以便与学生进行数学上实质性的、概念丰富的、以经验为基础的对话。第一年的研究将开始纵向准实验，解释，混合方法设计。在整个项目过程中，研究人员将跟踪一年级5年级到12年级的学生，以便对关键的过渡时期进行分析——5年级到6年级；8至9年级；从12年级到大学/工作。在项目第一年的9月和每个项目年的5月收集学生和教师数据，为每个学生和教师参与者提供5个数据点。学生数据将包括学生的态度、信念、焦虑以及与数学和科学的关系，以及学生的学习成果测量。教师数据将包括内容、知识、态度和信念以及实践。定性数据将提供在实验和控制条件下实施的信息。分析将包括层次线性模型和协方差的多变量分析。

Algebra continues to serve as a gatekeeper and potential barrier for high school students. The Algebra Project Mathematics Content and Pedagogy Initiative (APMCPI) will scale up, implement and assess the efficacy of interventions in K-12 mathematics education based on the well-established Algebra Project (AP) pedagogical framework. The APMCPI project team is comprised of four HBCUs (Virginia State University, Dillard University, Xavier University, Lincoln University), the Southern Initiative Algebra Project (SIAP), and four school districts that are closely aligned with partner universities. The purpose of the Algebra Project is to improve performance and participation in mathematics by members of students in distressed school districts, particularly those with a large population of low-income students from underserved populations including African American and Hispanics. The project will provide professional development and implement the Algebra Project in four districts and study the impact on student learning. The research results will inform the nation's learning how to improve mathematics achievement for all children, particularly those in distressed inner-city school districts. The study builds on a prior pilot project with a 74% increase in students who passed the state exam. In the early stages of this project, teachers in four districts closely associated with the four universities will receive Algebra Project professional development in Summer Teacher Institutes with ongoing support during the academic year, including a community development plan. The professional development is designed to help teachers combine mathematical problem solving with context-rich lessons, which both strengthen and integrate teachers' understanding of key concepts in mathematics so that they better engage their students. The project also will focus on helping teachers establish a framework for mathematically substantive, conceptually-rich and experientially-grounded conversations with students. The first year of the study will begin a longitudinal quasi-experimental, explanatory, mixed-method design. Over the course of the project, researchers will follow cohorts who are in grade-levels 5 through 12 in Year 1 to allow analyses across crucial transition periods - grades 5 to 6; grades 8 to 9; and grades 12 to college/workforce. Student and teacher data will be collected in September of Project Year 1, and in May of each project year, providing five data points for each student and teacher participant. Student data will include student attitude, belief, anxiety, and relationship to mathematics and science, in addition to student learning outcome measures. Teacher data will include content knowledge, attitudes and beliefs, and practices. Qualitative data will provide information on the implementation in both the experimental and control conditions. Analysis will include hierarchical linear modeling and multivariate analysis of covariance.