Preparing Mathematics Teachers to Enact Engaging Discourse-based Teaching Strategies

Noyce第一轨道项目旨在满足全国对更多高素质数学教师的需求，这些教师在数学内容和有效教学方法方面都有很强的背景。它的目标是培养33名新的初中和高中数学教师，让他们在有高度需求的学校任教。该项目是由波士顿大学(BU)教育学院的数学教育教师和波士顿大学(BU)文理学院的数学教师以及四个高需求学区(波士顿、切尔西、马尔登和沃尔瑟姆)合作完成的。关于数学教与学的研究支持了在K-12数学课堂上让学生参与数学讨论的好处。这项计划将教导职前数学教师使用富有成效的课堂讨论数学，以改善学生对数学的态度和理解。这些技能可以帮助教师激励来自语言和种族多元化的低收入社区的学生，以及遭受严重教师流失的社区的学生。该项目将为招聘、培养和留住高素质的STEM专业和专业人员进入教学提供一个模式。该项目有以下目标：(A)在颁发该奖项的五年中，招聘33名不同且才华横溢的STEM专业学生和STEM专业人员到有高度需要的学校教授中学数学；(B)培养擅长使用基于话语的教学策略和执行相关课程材料的高效中学数学教师；以及(C)支持留住在有高度需要的学校任教的有才华的中学数学教师。学者们将获得奖学金，参加为期一年的研究生课程，获得教学硕士学位，并获得教授中学数学的初步许可。作为MAT计划的一部分，学者将：(1)注册教育课程，为他们在高需求地区任教做准备；(2)注册将内容和教学相结合的数学课程，以培养教师使用高杠杆教学实践；以及(3)通过与四个高需求的城市和郊区学区现有的合作伙伴关系，参与实地实习，这些学区提供机会将他们的大学学习与课堂联系起来。作为诺伊斯研讨会系列的一部分，学者们还将参加六个专业发展研讨会，重点是培养他们使用基于话语的教学策略来教授丰富的数学课的能力。在MAT课程结束后，学者们将在北大的辅导支持下开始他们的教学生涯。在为期两年的入职期间，学者们将继续参加诺伊斯研讨会系列，以进一步发展他们以话语为基础的教学实践，并与其他北卡罗来纳大学诺伊斯学者合作。有记录学者的数据吗？作为高中数学教师的职业决策和有效性将告知NSF、研究人员、教师教育工作者和公众在教师准备计划期间关注数学话语和课程的有用性。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This Track 1 Noyce project seeks to address the national need for more highly qualified mathematics teachers with strong backgrounds in both math content and effective pedagogical methods. It aims to prepare 33 new middle and high school mathematics teachers to teach in high-need schools. The project is a collaboration of mathematics education faculty in the School of Education and mathematics faculty in the College of Arts and Sciences at Boston University (BU), and four high-need school districts (Boston, Chelsea, Malden, and Waltham). Research on mathematics teaching and learning supports the benefits of engaging students in mathematical discussions in the K-12 math classroom. This project will teach preservice mathematics teachers to use productive classroom discussions about math to improve students' attitudes toward and understanding of math. These skills can help teachers motivate students from linguistically and racially diverse low-income communities, well as communities that have suffered significant teacher attrition. This project will provide a model for recruiting, training, and retaining highly qualified STEM majors and professionals into teaching. This project has the following goals: (a)recruit 33 diverse and highly talented STEM majors and STEM professionals to teach secondary mathematics in high-need schools across the five years of the award; (b) prepare highly effective secondary mathematics teachers who are skilled in using discourse-based teaching strategies and implementing related curriculum materials; and (c) support the retention of highly talented secondary mathematics teachers who teach in high-need schools. Scholars will receive scholarships to enroll in a one-year graduate program that leads to a Master of Arts in Teaching (MAT) degree and initial licensure to teach secondary mathematics. As part of the MAT program, scholars will: (1) enroll in education courses that prepare them to teach in high-need districts; (2) enroll in mathematics courses that integrate content and pedagogy to develop teachers' use of high-leverage teaching practices; and (3) participate in field placements through existing partnerships with four high-need urban and suburban school districts that provide opportunities to connect their university learning to the classroom. As part of the Noyce Seminar Series, scholars will also participate in six professional development workshops that focus on developing their ability to enact rich mathematical lessons using discourse-based instructional strategies. Following the completion of the MAT program, scholars will begin their teaching careers with mentoring support from BU. During their two-year induction period, scholars will continue to attend the Noyce Seminar Series to further develop their discourse-based teaching practices and collaborate with other BU Noyce scholars. Data documenting the Scholars? career decisions and effectiveness as mathematics teachers in high-need schools will inform the NSF, researchers, teacher educators, and the public about the usefulness of focusing on mathematical discourse and curriculum during teacher preparation programs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.