Developing and Implementing Case-Based Scenarios to Support Elementary Pre-service Teachers’ Enactment of Equitable Mathematics and Science Instruction

该项目旨在通过开发基于案例的情景来改善未来小学教师公平的数学和科学教学，从而服务于国家利益。该项目符合改善本科STEM教育(IUSE)计划的目标，即开发一种新的教学实践和课程创新，有可能改善STEM教育中的本科教师准备。本项目旨在调查基于案例的情景(也称为案例)如何将当前真实的教学困境用于大学方法课程，以提高未来小学教师实施公平的数学和科学教学的能力。在与在职教师的合作下，该项目正在开发案例，这些案例代表了小学生的文化资源和生活经历以及课堂上的权力和地位问题的实际课堂情况。这些由项目开发的案例将在以大学为基础的初级数学和科学方法课程中实施，在这些课程中，职前教师将通过案例作为学习工具，研究如何减轻日益加深的教育不平等。研究小组打算制定原则，供其他人用来设计专注于公平数学和科学教学的案例。这个项目产生的案例将提供给公众使用。为了应对支持小学职前教师教授具有文化基础的数学和科学的挑战，该项目涉及设计一系列案例，捕捉来自不同背景和环境的在职小学教师的真实声音。这些案例将在以大学为基础的初级数学和科学方法课程中实施，为职前教师提供新的学习机会。一种基于设计的研究方法，利用定性分析和计算数据分析技术，将调查以下研究问题：在职教师对具有文化根基的教学法的专业知识如何影响以数学和科学教学为重点的案例的发展？在方法课程中实施案例的扩展框架方法如何支持职前教师的学习？这种方法如何支持职前教师学习具有文化根基的数学和科学教育学？哪些设计原则可以用来开发案例，以加强职前教师对数学和科学内容的学习以及具有文化根基的教学法？通过检查职前教师在与案例互动时的书面答复和对话，以及调查、日记条目和在相应学习任务中的表现，预期结果将有助于了解职前教师在方法课程中学习具有文化基础的数学和科学教育学的知识。项目成果将通过学术报告和手稿、项目网站、播客节目以及为P-12专业人员举办的专业发展会议/讲习班系列来传播。该项目有可能使STEM教育界和整个社会受益，因为它致力于培养未来的小学教师，以减轻STEM日益加深的教育不平等现象。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。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 future elementary teachers’ equitable mathematics and science instruction through the development of cased-based scenarios. This project aligns with the Improving Undergraduate STEM Education (IUSE) program goals of developing a new teaching practice and curricular innovation that has the potential to improve undergraduate teacher preparation in STEM education. This project intends to investigate how cased-based scenarios (also referred to as cases) that present authentic teaching dilemmas can be used in university methods courses to enhance future elementary teachers’ ability to enact equitable mathematics and science instruction. In collaboration with in-service teachers, the project is developing cases that represent actual classroom situations that attend to elementary students’ cultural resources and lived experiences, as well as issues of power and status in classrooms. These project-developed cases are to be implemented in university-based elementary mathematics and science methods courses where pre-service teachers engage with ways to mitigate deepening educational inequities through cases as a learning tool. The research team intends to develop principles that others can use to design cases focused on equitable mathematics and science teaching. Cases resulting from this project will be made available for public use.To address the challenge of supporting elementary pre-service teachers in enactment of culturally grounded mathematics and science, this project involves designing a series of cases capturing authentic voices of in-service elementary teachers from a variety of backgrounds and settings. These cases will then be implemented in university-based elementary mathematics and science methods courses, providing new learning opportunities for pre-service teachers. A design-based research approach utilizing qualitative analyses and computational data analytics techniques will investigate the following research questions: How does in-service teachers’ expertise about culturally grounded pedagogy influence the development of cases focused on mathematics and science teaching? How can an expansive framing approach to implementing cases in methods courses support pre-service teachers’ learning? How does this approach support pre-service teachers’ learning of culturally grounded pedagogy in mathematics and science? What design principles can be used to develop cases that enhance pre-service teacher learning of mathematics and science content and culturally grounded pedagogy? By examining pre-service teachers’ written responses and dialogue when interacting with cases, along with surveys, journal entries, and performance on a consequential learning task, results are expected to contribute to knowledge regarding pre-service teachers’ learning of culturally grounded mathematics and science pedagogy in methods courses. Project results are to be disseminated via scholarly presentations and manuscripts, a project website, podcast episodes, and professional development sessions/workshop series for P-12 practitioners. This project has the potential to benefit the STEM education community and society at large by working to prepare future elementary teachers to mitigate deepening educational inequities in STEM. 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 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.