Developing 21st Century Inclusive- and Mathematical Literacy-Driven Middle School and High School Mathematics Teachers: SJSU’s Mathematics Integrated Teacher Preparation Program

该项目旨在服务于培养高素质数学教师的国家需求，这些教师拥有提高所有初中生数学成绩的知识和技能。目前培养未来的中学数学教师的方法，如建立公平的心态，实施与文化相关的教学法，以及培养学术素养，通常是在竖井中进行的。该项目旨在将传统的教师资格认证计划转变为主题驱动的综合计划，在该计划中，未来的数学教师同时承担数学内容和特定的数学教学，同时学习基于证据的干预策略，既针对典型的发展学生，也针对轻至中度残疾的学生。这种方法有可能给高需求的城市学校的数学教与学带来革命性的变化。考虑到报告的数学不达标学生的数量，特别是来自文化和语言背景不同的学生和残疾学生，该项目对数学教师培训的创新方法对于打破现状至关重要。该项目将在五年内支持30名数学专业的学生，他们将在完成数学学士学位、辅修特殊教育和获得数学单科证书的情况下，开发、实施和完善综合教学实践。圣何塞州立大学的这个项目包括与东区联合高中学区和坎贝尔联合学区的合作伙伴关系。这个项目有三个指导目标。首先，该项目将在五年内培养30名新的中学数学教师，他们具有深厚的综合教学技能，以满足所有学生的需求。第二，该项目将建立STEM内容驱动和通过设计整合的教师培养计划。第三，研究人员将确定综合策略，并检查这些策略的结果，以便有效地实施以数学素养为导向的教学实践，使用与文化相关和面向社会公正的绩效任务。组织未来数学教师学习的基本理论框架包括形成性评估设计教学周期过程以及以研究为基础的通往公平数学教学的途径，资源指南和支持所有学习者的工具包。该项目将促进关于如何培养拥有思维方式、技能和知识的21世纪中学数学教师的知识，以创建和支持在包容性数学课堂上以高影响力的数学素养为导向的教学和学习。包括调查和访谈在内的形成性评估将为以下领域的持续改进提供持续的反馈：项目吸引参与者的情况如何；未来的数学教师对高需求学校教学工作的准备情况如何；以及项目能否很好地留住高需求学校的初任教师。项目团队、咨询委员会和外部评估团队将生成总结性评估，衡量成功程度，确定问题，并为实施及时的变化提供建议。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业的学生成为有效的K-12 STEM教师，并支持有经验的、模范的K-12教师成为高需求学区的STEM导师。它还支持对高需求学区K-12 STEM教师的留任和有效性的研究。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。

The project aims to serve the national need of preparing high-quality mathematics teachers who have the knowledge and skills to improve mathematical outcomes for all middle and high school students. Current approaches to preparing prospective secondary mathematics teachers, such as building an equity mindset, implementing culturally relevant pedagogy, and developing academic literacy are typically pursued in silos. This project aims to transform a traditional teacher credential program into a subject matter-driven integrated program in which prospective mathematics teachers simultaneously undertake mathematics content and mathematics specific pedagogy while also learning evidence-based intervention strategies both for typically developing students and students with mild to moderate disabilities. This approach has the potential to revolutionize mathematics teaching and learning in high-need urban schools. Considering the reported number of students who do not meet standards in mathematics, especially students from culturally and linguistically diverse backgrounds and with disabilities, this project's innovative approach to mathematics teacher preparation is critical to disrupting the status quo. This project will support 30 mathematics majors over a period of five years who will develop, implement, and refine integrated instructional practices as they complete a B.A. in Mathematics with a minor in special education and a single subject credential in mathematics. This project at San Jose State University includes partnerships with East Side Union High School District and Campbell Union School District. Three goals guide this project. First, the project will produce 30 new secondary mathematics teachers over five years with deep integrated instructional skills to serve the needs of all students. Second, the project will establish a STEM content-driven and integrated-by-design teacher preparation program. Third, the investigators will identify integrated strategies and examine outcomes of these strategies for effectively implementing mathematical literacy-driven instructional practices using culturally-relevant and social-justice oriented performance tasks. The underlying theoretical framework for organizing prospective mathematics teacher learning incorporates a formative-assessment design teaching cycle process along with the research-derived Pathway to Equitable Math Instruction resource guide and toolkit for supporting all learners. The project will advance knowledge of how to prepare 21st century secondary mathematics teachers who possess the mindset, skills, and knowledge to create and support high-impact mathematical literacy-driven instruction and learning in inclusive mathematics classrooms. Formative evaluation including surveys and interviews will provide ongoing feedback for continuous improvement in the following areas: how well the project attracts participants; how well prospective mathematics teachers are prepared for the work of teaching in high need schools; and how well the project is able to retain beginning teachers in high-need schools. The project team, Advisory Board, and external evaluation team will generate summative assessments, gauge success, identify concerns, and provide recommendations for implementing timely change. 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 to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM mentor teachers in high-need school districts. It also supports research on the 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.