Collaborative Research: Community and Teacher Teams Investigate Equitable Noticing and Dispositions

该项目将考察教师如何让广泛的学习者参与严谨的数学活动。这项工作的一个重要组成部分是设计和调查数学教师的学习过程，以关注学生的数学推理和参与他们的学习。这项工作的一个特别重点将是调查教师如何从公平的角度关注学生在课堂上的参与。该项目的三个目标包括探索教师背景、课堂注意和教学之间的关系；调查教师的专业发展模式；以及设计工具来支持其他数学教师学习注意他们的学生的长处。该项目将让社区领导人作为专业发展的参与者，以便将学生对数学课堂的参与与学生的社区和文化联系起来。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。教师注意是数学教学的中心组成部分。这项研究基于学习和发展的社会文化理论，这些理论将课堂上的注意模式与参与社会和文化社区联系起来。本研究的目标是将这一框架扩展到使用基于社区的设计方法来注意数学课堂中的公平。本研究包括三个研究问题。(1)中学数学教师的性格、注意实践与数学教学有什么关系？(2)什么活动、工具和框架支持教师学习公平注意？(3)基于社区的设计模式如何促进公平注意的概念化和教师学习工具/框架的发展？该项目将包括与社区领导人合作，为两批中学教师设计一个专业发展项目。该项目还将开发研究工具，可用于其他项目，调查教师对数学公平的注意。收集的数据将包括教师访谈、教师和社区领导人在专业发展中互动的视频记录(包括暑期设计图表)、工具和资源设计的其他文件和人工制品，以及其他定性数据。将使用多个框架进行数据分析。

The project will examine how teachers can engage a broad range of learners in rigorous mathematical activity. A significant component of this work is designing and investigating a process of mathematics teachers' learning to attend to students' mathematical reasoning and participation in their learning. A particular focus of the work will be investigating how teachers' pay attention to student engagement in their classrooms from an equity perspective. The three goals of the project include exploring the relation between teachers' backgrounds, classroom noticing, and instruction; investigating a professional development model for teachers; and designing tools to support other mathematics teachers in learning to notice their students' strengths. The project will involve community leaders as participants in the professional development in order to relate student engagement in the mathematics classroom to students' communities and cultures. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.Teacher noticing is a central component of mathematics teaching. The study is situated in sociocultural theories of learning and development that connect patterns of noticing in the classroom to participation in social and cultural communities. The goal of the study is to extend this framework to noticing for equity in the mathematics classroom using a community-based design approach. The study includes three research questions. (1) What is the relation between the dispositions, noticing practices, and mathematics instruction of secondary mathematics teachers? (2) What activities, tools and frameworks support teachers in learning to notice for equity? (3) How can a community-based design model enhance the conceptualization of noticing for equity and the development of tools/frameworks for teacher learning? The project will include the design of a professional development for two cohorts of secondary teachers in collaboration with community leaders. The project will also develop tools for research that can be used in other projects that investigate teacher noticing for equity in mathematics. Data collected will include teacher interviews, video documentation of teacher and community leader interactions in professional development (including summer design charrettes), other documents and artifacts from the design of tools and resources, and other qualitative data. Multiple frameworks will be used for data analysis.