Connecting Mathematics Teacher Education to Real World Contexts: Attracting and Retaining Diverse Mathematics Teachers

该项目旨在满足国家的需要，提高来自不同社区的数学教师在高需求学区有效教学的能力。研究表明，传统的教师培训计划继续在招聘，准备和保留中学数学教师候选人的社区，历史上没有很好地代表在教学行业的不足。该项目旨在培养毕业生制定文化上敏感的教学实践，并展示数学作为一种人类活动，可用于解决公平和社会正义问题，如收入不平等，气候变化和种族主义。该项目旨在增加中学数学教师的多样性和数量，他们采用人文视角和实践来满足高需求学校学生的需求。华盛顿州立大学的这个项目包括两个校区艺术科学学院和教育学院之间的伙伴关系&。（普尔曼和温哥华），两个区域教育服务区（ESD），华盛顿州数学研究员作为虚拟导师，并指导来自九个高需求的当地学区的教师。项目目标包括：（1）在三年内招募24名本科数学专业学生，以追求教师资格;（2）准备将坚持教学并能有效满足高需求学区学生需求的数学教师。该项目具有本科（普尔曼校园）和研究生（温哥华校园）途径。以数学和数学教学作为人性化活动的理论观点为基础，项目活动将促进学生基于资产的观点，数学学习环境，挑战所有学生的智力，培养积极的数学身份，并利用数学与社区联系，促进社会正义。机构数据，edTPA分数，关于批判性思维和多样性准备，课程文物，焦点小组访谈的调查将被用来生成程序如何可以激励未来的数学教师体现核心人性化原则的理解。从广义上讲，该项目希望作为一个模型，为人性化的数学教师准备，因为它促进了政策和数学和数学教学，服务于来自STEM领域代表性不足的背景的个人的需求叙述。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。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。

This project aims to serve the national need of increasing the ability of mathematics teachers from diverse communities to teach effectively in high-need school districts. Research demonstrates that traditional teacher preparation programs continue to fall short in recruitment, preparation, and retention of secondary mathematics teacher candidates from communities that have not historically been well represented in the teaching profession. The project seeks to prepare graduates to enact culturally responsive teaching practices and to showcase mathematics as a human activity that can be applied to address issues of equity and social justice, such as income inequality, climate change, and racism. The project seeks to increase the diversity and number of secondary mathematics teachers who adopt human perspectives and practices to meet the needs of learners in high-need schools.This project at Washington State University includes partnerships between the Colleges of Arts & Sciences and Education, two campuses (Pullman and Vancouver), two regional Educational Service Districts (ESDs), Washington State Mathematics Fellows as virtual mentors, and mentor teachers from nine high-need local school districts. Project goals include: (1) recruiting 24 undergraduate mathematics majors over three years to pursue teacher certification; and (2) preparing mathematics teachers who will persist in teaching and can effectively meet the needs of students in high-need school districts. The project features both an undergraduate (Pullman campus) and a graduate (Vancouver campus) pathway. Grounded in theoretical perspectives of mathematics and mathematics teaching as humanizing activities, project activities will promote asset-based perspectives of students, mathematics learning environments that intellectually challenge all students and foster positive mathematical identities, and the use of mathematics to connect to the community and to promote social justice. Institutional data, edTPA scores, surveys regarding critical thinking and diversity preparedness, course artifacts, and focus group interviews will to be used to generate understanding of how programs can inspire prospective mathematics teachers to embody core humanizing principles. Broadly, the project hopes to serve as a model for humanizing mathematics teacher preparation as it promotes policies and narratives in mathematics and mathematics teaching that serve the needs of individuals from backgrounds underrepresented in STEM fields. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 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.