CAREER: Preparing Middle and High School Pre-service Teachers for Critical Mathematics Education

促进以公平为中心的数学教育需要培养和支持数学职前教师（pst）的模型，这些教师将质疑现有规范并为所有学生发声。该项目将开发一个支持初高中数学教师的模式，以支持他们成为批判性数学教师（cmt），即能够满足不同学生的需求、注意成绩差异并意识到自身偏见的教师。该项目的主要目标是建立一个有凝聚力的系统，支持初中和高中pst成为cmt。该目标将通过支持pst的方法课程和实地工作来实现。将与合作教师和大学主管合作，通过重点关注批判性数学教育的扩展专业发展，提供实地工作支持，包括支持pst创建与学生生活相关的课程，并介绍数学思想的文化和历史起源。该项目由探索研究preK-12项目（DRK-12）支持，该项目旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。 研究活动包括为pst的方法课程开发教学材料，以帮助pst培养cmt的习惯。此外，合作教师和大学主管将参加每月扩展的专业发展会议，重点关注批判性数学教育。这些活动的影响将通过包括访谈、观察和工件分析在内的定性方法进行检查，以了解开发cmt所需的因素。该项目从两个方面补充了目前关于数学教师教育的研究。首先，它通过创建专门为初中和高中方法课程设计的教学材料，扩展了PreK-8 pst批判性数学教育的现有工作，这是一个在现有研究中几乎没有探索的领域。其次，本研究发展出一套综合模式，透过延伸专业发展来准备初高中的pst。这为解决pst的课堂和实地工作经验之间的差异问题提供了双重支持，特别是在批判性数学教育方面。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。

Promoting equity-focused mathematics education requires models that will prepare and support mathematics pre-service teachers (PSTs) who will question existing norms and advocate for all their students. This project will develop a model of support for middle and high school mathematics PSTs to support them in becoming critical mathematics teachers (CMTs), teachers who address the needs of diverse students, are mindful of achievement disparities, and aware of their own biases. The main objective of the project is to develop a cohesive system of support for middle and high school PSTs to become CMTs. The objective will be achieved by supporting PSTs in their methods courses and their fieldwork. Support in fieldwork will be provided in collaboration with cooperating teachers and university supervisors through extended professional development focused on critical mathematics education, including supporting PSTs in creating lessons relevant to students' lives and introducing the cultural and historical origins of mathematical ideas. This project is supported by the Discovery Research preK-12 program (DRK-12), which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.  Research activities include developing instructional materials for PSTs in their methods courses to help PSTs develop the habits of CMTs. Additionally, cooperating teachers and university supervisors will attend monthly extended professional development meetings focused on critical mathematics education. The influence of these activities will be examined via qualitative methods including interviews, observations, and artifact analysis, to understand factors needed to develop CMTs. The project adds to the current body of research on mathematics teacher education in two ways. First, it extends existing work on critical mathematics education for PreK-8 PSTs by creating instructional materials specifically designed for middle and high school methods courses, an area of need barely explored in existing research. Second, it develops an integrative model for preparing middle and high school PSTs through extended professional development. This provides dual support for tackling the problem of discrepancies between PSTs’ classroom and fieldwork experience, specific to critical mathematics education.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.