A Multi-Requisite Mathematics-Intensive Summer Program for Pre-service Elementary Teachers

本计画旨在为大学入学数学成绩较低的职前小学教师，发展一套数学密集多元必修课程，以服务国家利益。多必修课程将允许学生在一个学期内完成传统上需要四个学期的课程序列。本专题1：参与式学生学习项目结合了同伴指导、有效领域干预、替代评估和基于研究的教学实践。本课程旨在提高职前小学教师的数学完成率和保留率，增强其数学效能，减少其数学焦虑，改善其数学心态。犹他谷大学的学生，如果宣布主修基础教育，并且数学成绩低于进入传统大学水平的数学课程的要求，就会成为目标。成功完成本课程符合基础教育课程的入门级数学要求。预期修完课程的学生数学自我效能增加，数学焦虑减少，这将增加他们成为有效的小学数学教师的潜力。预计这将增加向学生传达积极数学态度的小学教师的数量，因为这些未来的教师已经形成了对数学的成长性思维，并且减少了数学焦虑。该项目的主要目标是为基础教育专业的发展性数学水平的学生建立一个数学密集的多必要课程的模型，这将对这些未来的教育工作者产生变革。本课程旨在结合干预措施，有效提高学生的数学坚持度和完成度，发展数学教与学的效能，改善学生的数学心态，并解决学生的数学焦虑。为了实现这一目标，本项目旨在加强对从事补救或发展数学工作的职前教师的研究基础。因此，本研究旨在对一所开放招生大学基础教育专业学生数学效能水平、数学焦虑水平与思维倾向的相关研究作出贡献。本项目采用实验研究、两迭代程序开发设计。在研究设计中，从每个项目迭代的治疗组收集数据，而在单个对照组的课程序列开始时收集比较数据，并在课程序列结束时或在两年跟踪时间框架结束时再次收集比较数据。本项目拟通过治疗组和对照组的数学自我效能感、数学教学效能感、心态、数学焦虑等方面的前、后测试，收集定量数据。预计将以治疗组和对照组的序列完成率和下学期保留率的形式收集更多的定量数据。此外，本项目拟通过个性化教学档案收集治疗组的数学效能、心态和焦虑的定性数据。该项目有可能将基础教育的参与范围扩大到那些最初数学能力不强的人，并可能有助于留住那些因缺乏数学知识而可能离开这一职业的教育工作者。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。Robert Noyce教师奖学金（Noyce）计划为IUSE: EHR项目提供联合资金，以支持该项目的职前教师准备目标，该目标与Noyce计划目标非常一致。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by developing a mathematics-intensive multi-requisite program for pre-service elementary teachers who have low college-entry scores in mathematics. The multi-requisite course will allow students to complete in one semester a course sequence which would traditionally take four semesters. This Track 1: Engaged Student Learning Project incorporates peer mentoring, affective-domain interventions, alternative assessments, and research-based pedagogical practices. The course is designed to increase the completion and retention rates of pre-service elementary teachers, enhance their mathematics efficacy, decrease their mathematics anxiety, and improve their mindsets toward mathematics. Utah Valley University students who have a declared major of Elementary Education and have a mathematics placement score that falls below that required for entry into traditional college-level mathematics courses are targeted. Successful completion of the course meets the entry-level mathematics requirements for the Elementary Education program. Increased mathematics self-efficacy and reduced mathematics anxiety among those completing the course is expected which should increase the potential for becoming effective teachers of elementary mathematics. It is expected this can increase the number of elementary teachers who communicate positive mathematics attitudes to their students because these future teachers have developed a growth mindset towards mathematics coupled with reduced mathematics anxiety.The primary goal of this project is to establish a model math-intensive multi-requisite curriculum for developmental—math-level students majoring in Elementary Education which will be transformative for these future educators. This curriculum intends to incorporate interventions to effectively improve persistence and completion, develop efficacy for learning and teaching mathematics, improve students’ mindsets toward mathematics, and address students’ mathematics anxiety. Along with this goal, this project aims to bolster the research base on pre-service teachers who are placed into remedial or developmental mathematics. Thus, this project intends to contribute to the existing research pertaining to mathematics efficacy levels, mathematics anxiety levels, and mindset tendencies for students majoring in Elementary Education at a primarily undergraduate, open-enrollment institution. The project utilizes an experimental research, two-iteration program development design. In the research design, data is collected from the treatment groups of each iteration of the program while comparative data is collected from a single control group at the beginning of their course sequence and again at either the end of their course sequence or at the end of a two-year tracking timeframe. The project intends to collect quantitative data on mathematics self-efficacy, mathematics teaching efficacy, mindset, and mathematics anxiety through pre/post-tests from treatment and control groups. Additional quantitative data is expected to be collected in the form of sequence completion rates and next-semester retention rates for treatment and control groups. In addition, the project intends to collect qualitative data measuring mathematics efficacy, mindset, and anxiety from the treatment groups through individualized teaching portfolios. The project has the potential to broaden participation in Elementary Education to those who are not initially strong in mathematics and may help retain educators who might otherwise leave the profession citing lack of content knowledge in mathematics. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.