Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking

为教师创造公平的数学课堂做好准备是教师教育面临的一个持续挑战。这从帮助教师关注孩子作为数学学习者的优势和身份开始。然后，教师在计划和教学时需要能够对儿童的经验、知识和数学推理做出反应。这对于在数学方面历来被边缘化的群体(例如黑人、拉丁裔、土著、亚裔美国太平洋岛民)尤其重要。教师还需要考虑如何在他们的学校和地区创造改变，以实现公平的数学教与学。需要教师教育课程的资源，以帮助职前教师了解公平的数学教学方法。该项目还将开发模块、资源和工具，以探索教师对公平的理解从准备计划的最后一年到第一年的教学是如何变化的。这些工具和资源可以与其他教师教育项目共享。该项目建立在先前关于使用和开发微模块的研究基础上，以帮助职前教师培养对数学的积极态度，实践对数学的公平注意，并了解社会政治对教与学的影响。公平注意的一个重要组成部分是帮助教师认识到儿童的身份、语言和数学推理是学习的核心。这些研究问题考察了职前教师的教学经验如何影响他们公平的职业注意，以及一旦他们成为一年级教师，教学实践如何继续。纵向研究采用了嵌入式混合方法，收集了数学教学方法、课程、学生教学和教学第一年的数据。这项研究将纳入以下数据来源：称为公平注意的多重评估(MANE)的评估套件、基于视频的有声思考协议、半结构化访谈和其他教师教育经验的人工制品。该项目得到了NSF的Edu Core Research(ECR)计划和Discovery Research PreK-12计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。探索研究PRK-12项目(DRK-12)旨在通过研究和开发创新资源、模式和工具，显著提高Pre-K-12学生和教师的科学、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经验上的证明。该奖项反映了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。

Preparing teachers to create equitable mathematics classrooms is an ongoing challenge for teacher education. This begins with helping teachers focus on children's strengths and identities as mathematics learners. Then, teachers need to be able to respond to children's experiences, knowledge, and mathematical reasoning when planning and teaching. This is particularly important for groups that have been historically marginalized in mathematics (e.g., Black, Latinx, Indigenous, Asian American Pacific Islander). Teachers also need to consider how they can create change in their schools and districts for equitable mathematics teaching and learning. There is a need for resources for teacher education programs to help pre-service teachers learn about equitable mathematics approaches to teaching and learning. The project will also develop modules, resources, and tools for exploring how teachers' understanding of equity changes from their last year of the preparation program into their first year of teaching. The tools and resources can be shared with other teacher education programs. The project builds upon prior research about the use and development of micromodules to help preservice teachers develop positive attitudes towards mathematics, practice equitable noticing of mathematics and understand the sociopolitical influences on teaching and learning. An important component of equitable noticing is helping teachers recognize how children's identities, language and mathematical reasoning are central to learning. The research questions examine how instructional experiences for preservice teachers influence their equitable professional noticing and how teaching practices continue once they are first-year teachers. The longitudinal study uses an embedded mixed methods approach that collects data in mathematics teaching methods courses, student teaching and the first year of teaching. The research will incorporate the following data sources: an assessment suite called Multiple Assessments for Noticing Equitably (MANE), a video-based think-aloud protocol, semi-structured interviews, and other artifacts of the teacher education experience.This project is supported by NSF's EDU Core Research (ECR) Program and the Discovery Research preK-12 Program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The Discovery Research preK-12 program (DRK-12) 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.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.