Creating Communities of Practice to Support NOYCE Scholars in Becoming More Adaptable Mathematics Teachers

该项目旨在满足国家培养高素质数学教师的需求，使其成为能够在新的或不断变化的情况下有效思考和行动的适应性教育工作者，并根据需要调整教学。该项目将为大一和大二学生提供在校园内外非正式数学教育环境中工作的机会。该项目致力于增加获得数学执照的本科专业学生的数量，并为学者们提供一个综合的充实计划，以确定技能和知识，使他们在课堂上更加灵活。该项目强调从STEM领域中代表性不足的人群中招募和支持学生成为数学教师，并解决教师在各种情况下的适应性问题，这对建立数学教学专业非常重要。堪萨斯州立大学（KSU）的这个项目包括与跨文化和多语言倡导中心、农村教育中心和专业发展学校网络（PDSN）合作。PDSN是一个由K-12学区和学校组成的网络，他们接待来自KSU的教师候选人，进行严格的，精心排序的实地经验，并在大学进行和传播研究，研究当今教育工作者面临的关键问题时进行合作。这些伙伴关系提供了与代表城市、郊区和农村学校环境的地区的直接互动。在接下来的5年里，该项目将培养18名新的STEM教师，并将形成一个实践社区，创造以关系为中心的体验，以支持职前教师的准备，并加强与高需求学校和数学教师的关系。该项目特别关注Noyce学者的适应性发展，并将调查三个研究问题：哪些知识、技能、理解、工具和/或资源使职前教师认识到适应性并更具适应性；适应能力在一个学年的过程中变化到什么程度？适应性可以提高到什么程度？本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。

The project aims to serve the national need of preparing high-quality mathematics teachers to become adaptable educators capable of thinking and acting effectively in new or changing situations and to adjust their teaching as needed. The project will provide opportunities for freshmen and sophomores to work in informal math education settings both on and off campus. The project endeavors to increase the number of undergraduate mathematics majors receiving licensure and provide Scholars with an integrated enrichment program to identify skills and knowledge enabling them to be more flexible in their classroom. The project’s emphasis on recruiting and supporting students from populations underrepresented in STEM fields to become mathematics teachers, as well as addressing teacher adaptability in various contexts, is important when building a mathematics teaching profession.This project at Kansas State University (KSU) includes partnerships with the Center for Intercultural and Multilingual Advocacy, the Rural Education Center, and the Professional Development School Network (PDSN). The PDSN is a network of K-12 districts and schools who host teacher candidates from KSU in rigorous, carefully sequenced field experiences and collaborate as the University conducts and disseminates research examining critical questions facing educators today. These partnerships provide direct interaction with districts that represent urban, suburban, and rural school contexts. Over the next 5 years, the project will produce 18 new STEM Teachers and will form a community of practice that will create relationship-centered experiences to support preservice teacher preparation as well as strengthen relationships with high-need schools and math teachers. This project has a specific focus on developing adaptability among the Noyce Scholars that are supported and will investigate three research questions: what knowledge, skills, understanding, tools and/or resources enable the preservice teachers to recognize adaptability and to be more adaptable; to what extent does adaptability change over the course of a school year; and to what extent can adaptability be increased? 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 effectiveness and retention 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.