Using a Culturally Responsive Teaching Framework to Prepare Middle and High School Mathematics Teachers

在美国国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，北卡罗来纳州夏洛特大学的文化响应式教学（UNCC CREST）项目将招募数学专业的本科生，并为他们成为初中和高中数学教师做好准备。该项目将在5年内资助24个奖学金。在这个项目中，夏洛特夏洛特将与夏洛特-梅克伦堡学区合作，培养和准备学者的知识，技能和必要的部署，从事文化和语言多样化的学生在数学教室。 文化响应式教学（CRT）框架将通过建立文化和语言多样性（CLD）学生的知识和经验来指导诺伊斯学者的发展。该框架将不同学生的文化和经验视为资源，而不是可用于建立对内容更高兴趣的赤字。CRT框架将更好地准备诺伊斯学者与CLD学生谁形成在夏洛特地区和整个北卡罗来纳州的许多城市和农村地区的高需求学校的学生的大多数工作。除了完成内容和教学法课程，学者将（i）通过专业互动和反思这些经验了解CLD学生，（ii）通过关于CRT和教学CLD学生的研讨会发展和推进他们对CRT实践的理解，以及（iii）借鉴个人经验，开发和教授建立在CLD学生文化和生活经验基础上的数学课程。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the University of North Carolina at Charlotte's Culturally Responsive Teaching (UNCC CResT) project will recruit undergraduate majors in mathematics and prepare them to become middle and high school mathematics teachers. The project will fund 24 scholarships over 5 years. In this project, UNC Charlotte will collaborate with Charlotte-Mecklenburg School District to develop and prepare scholars with the knowledge, skills, and dispositions necessary to engage culturally and linguistically diverse students in mathematics classrooms. The Culturally Responsive Teaching (CRT) framework will guide the development of the Noyce scholars by building on the knowledge and experiences of culturally and linguistically diverse (CLD) students. This framework views the culture and experiences of diverse students as resources, rather than deficits that can be used to build higher interest in content. The CRT framework will better prepare the Noyce scholars to work with CLD students who form the majority of students in high-needs school in the Charlotte area and many urban and rural districts across North Carolina. In addition to completing content and pedagogy courses, the scholars will (i) learn about CLD students through professional interactions and reflecting on these experiences, (ii) develop and advance their understandings of CRT practices through seminars about CRT and teaching CLD students, and (iii) draw on personal experiences to develop and teach mathematics lessons that build on the cultural and lived experiences of CLD students.