Increasing the Number and Quality of Secondary Mathematics Teachers in Nebraska

在Robert Noyce教师奖学金计划（Noyce）的支持下，该项目旨在满足当地和国家对致力于在高需求学区教学的高技能中学数学教师的需求。该项目将扩大现有的奥马哈诺伊斯伙伴关系，其中包括内布拉斯加大学奥马哈分校，奥马哈的大都会社区学院和奥马哈公立学校。它将为24名学生提供奖学金支持，以获得数学学士学位，并成为合格的中学数学教师。这些学者将从已经就读于大学数学科学学士课程的学生或从大都会社区学院预科数学课程转入大学的学生中选出。为了促进学生从大都会社区学院转入大学课程，通过项目合作伙伴之间的密切合作，制定了衔接协议。所有被选为诺伊斯学者的学生将被录取到大学的数学专业学士学位，这使学生能够在艺术和科学学院获得数学学位和中学教师证书。该项目将提供有针对性的培训，为学生在高需求学校的教学生涯做好准备，包括基于探究的学习和其他文化反应的教学方法。奥马哈诺伊斯伙伴关系旨在为与该项目的结构化学生辅导和支持模式相关的正在进行的合作研究计划提供信息和推进，以及基于探究的数学教学策略的使用。调查的一个主要领域是了解主动学习策略，如探究式学习，如何影响职前中学数学教师的招聘和成功。 此外，该项目旨在探讨跨学科和重点突出的社区外展和参与活动如何影响学生的社会资本和STEM身份。最后，该项目将研究四年制都市大学和公立社区学院之间的正式伙伴关系如何影响未来中学数学教师和数学家的招聘渠道。这个项目的一个有趣的方面将是纳入教学辅导，这是一种专业发展形式，使职前和在职教师能够在课堂活动的基础上改进他们的做法。该项目还将包括创新的数学教师圈和酷数学讲座，预计将促进学生，数学教师和数学教育教师之间的社区意识。这些讲座将集中在解决问题的重要，但可访问的数学内容。除了提高奥马哈地区认证数学教师的质量，数量和多样性外，奥马哈诺伊斯合作伙伴关系还旨在进一步加强合作机构之间的合作关系，从而加强可持续努力的基础，以教育文化敏感的数学教师，他们准备在高需求的学校取得成功。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 1: Scholarships and Stipends project aims to serve the local and national need for highly-skilled secondary mathematics teachers who are committed to teaching in high-needs school districts. The project will expand upon the existing Omaha Noyce Partnership that includes the University of Nebraska Omaha, Omaha's Metropolitan Community College, and the Omaha Public Schools. It will provide scholarship support for 24 students to earn a BS in mathematics and become certified secondary mathematics teachers. These Scholars will be selected from students already enrolled in the University's Bachelor of Science in Mathematics program or students who transfer into the University from the pre-math track in Metropolitan Community College. To facilitate transfer of students from Metropolitan Community College to the University program, an articulation agreement was developed via close collaboration among project partners. All students selected as Noyce Scholars will be enrolled in the University's BS in Mathematics specialization, which enables students to earn both a mathematics degree and secondary teacher certification while in the College of Arts and Sciences. The project will provide focused training to prepare students for teaching careers in high need schools, including instruction in inquiry-based learning and other culturally responsive pedagogies.The Omaha Noyce Partnership aims to inform and advance ongoing collaborative research initiatives related to the project's structured student mentorship and support model, as well as its use of inquiry-based mathematics teaching strategies. A major area of investigation is understanding how active-learning strategies, such as inquiry-based learning, affect the recruitment and success of pre-service secondary mathematics teachers. In addition, the project aims to explore how interdisciplinary and well-focused community outreach and engagement activities affect students' social capital and STEM identity. Finally, the project will examine how a formal partnership between a four-year metropolitan university and a public community college affects the recruitment pipeline for future secondary mathematics teachers and mathematicians. An interesting aspect of this project will be the inclusion of instructional coaching, a form of professional development that enables pre-service and in-service teachers to improve their practice based on classroom activity. The project will also include innovative Math Teacher's Circles and Cool Math Talks, which are expected to promote a sense of community among students, mathematics faculty members, and mathematics education faculty members. These talks will focus on problem solving with significant, but accessible, mathematics content. In addition to enhancing the quality, quantity, and diversity of certified mathematics teachers in the Omaha area, the Omaha Noyce Partnership aims to further strengthen collaborative relationships among the partner institutions, thereby strengthening the foundation for sustainable efforts to educate culturally responsive mathematics teachers who are prepared to succeed in high-need schools. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.