The Culturally Sustaining Mathematics Education Project to Enhance Mathematics Pre-Service Teacher Preparation

该项目旨在通过改善K-12教师教授数学的准备来服务于国家利益。K-8职前教师往往很难深入理解他们作为未来教师将教授的数学。此外，中级数学教育专业和数学专业的学生有时缺乏对基础数学的深入理解，而基础数学是在高级数学课程中取得成功所必需的。对于历来在数学方面代表性不足的学生来说，数学学习似乎与现实生活经验脱节。该项目旨在帮助少数族裔服务机构的学生加深对数学的理解和表现，以便他们能够在数学课程和未来的职业生涯中取得成功。该项目计划通过将学生的个人身份和对世界的文化理解与他们的数学理解联系起来，改变数学学习。课程将以学生为中心，让学生在个别或通过小组合作解决实际问题时，可以运用他们的必备知识，自由讨论他们的想法。该计划旨在用文化支持的教学法和探究式教学方法来改变教师数学课程的教学和课程。数学教育学院将合作修订面向基础教育和中等年级教育专业的《教师数学课程》。修订后的课程将实施文化支持教学法(CSP)和探究式教学。中学数学教育和数学专业的学生将担任修订课程的同伴导师。教师和学习者都将在文化支持的数学学习环境中发展他们的数学水平和身份。目的是为了改善K-8职前教师的学习成绩，提高K-12职前教师和数学专业的数学水平，提高K-8职前教师参加教师数学课程的合格率，增加小学教育专业和中级数学专业从一年级到二年级的留学生人数，提高K-12职前教师和数学专业学生的数学认同感。该项目希望通过将学生的个人身份与他们的数学学习经历联系起来，产生一种支持那些在数学方面一直处于劣势的学生的数学学习的模式。该项目将在一所历史悠久的黑人大学的背景下，研究本科预科教师和数学专业学生的数学学习和成绩，该大学81%的本科生来自传统上在数学方面代表性较低的种族和民族。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与式学生学习路径，该计划支持创建、探索和实施有前途的实践和工具。该项目的部分资金来自罗伯特·诺伊斯教师奖学金计划。这一奖项反映了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 project aims to serve the national interest by improving the preparation of K-12 teachers to teach mathematics. K-8 pre-service teachers often struggle to deeply understand the mathematics that they will teach as future teachers. Additionally, Secondary Mathematics Education majors and Mathematics majors sometimes lack the deep understanding of foundational mathematics that is necessary for success in upper level mathematics courses. For students historically underrepresented in mathematics, mathematics learning may seem disconnected from real life experiences. This project seeks to help students at a minority serving institution deepen their mathematics understanding and performance so that they can be successful in their math courses and in their future careers. The project plans to transform mathematics learning by connecting students’ personal identities and cultural understandings of the world to their mathematics understanding. The lessons will be student-centered so that students can use their prerequisite knowledge and discuss their ideas freely as they solve authentic problems individually or through group work.The project seeks to transform the Mathematics for Teachers course instruction and curriculum with culturally sustaining pedagogy and inquiry-based teaching and learning methods. Mathematics Education faculty will collaborate to revise the Mathematics for Teachers courses, which serve elementary education and middle grades education majors. The revised courses will implement culturally sustaining pedagogies (CSP) and inquiry-based instruction. Secondary Math Education and Mathematics majors will serve as peer tutors for the revised courses. Both tutors and learners will develop their mathematical proficiencies and identities in a culturally sustaining mathematics learning environment. The purpose is to improve K-8 preservice teachers' learning outcomes, to increase the mathematics proficiency of K-12 pre-service teachers and mathematic majors, to increase the passing rate of K-8 pre-service teachers enrolled in Math for Teachers courses, to increase the number of students retained in Elementary Education majors and Middle-level mathematics majors from freshmen to sophomore year, and to improve the mathematics identities of K-12 pre-service teachers and mathematic majors. This project hopes to produce a model that supports the mathematics learning of students who have been historically underserved in mathematics by connecting students’ personal identities and their mathematics learning experiences. The project will examine undergraduate preservice teachers’ and mathematics majors’ mathematics learning and achievement in the context of a historically black university, where 81% of the undergraduate students are from racial and ethnic groups traditionally underrepresented 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. Partial funding for the project is from the Robert Noyce Teacher Scholarship program.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.