Improving Secondary Mathematics Education through a Teacher Education Program Grounded in Community, Equity, and Inclusion

该项目旨在服务于为高需求学区培养和留住有效的初中和高中数学教师的国家需要。此外，该项目旨在满足培养STEM教师的需要，以改善不同人口的初中生和高中生获得数学的机会。该项目将招收数学专业本科生进入中学数学教学专业。这些未来的教师将通过参与课程作业、每周在社区学校环境中的实地体验、与多名教学和社区导师一起开展的活动以及基于视频的入职计划等活动来做好准备。该项目在社区学校的中学数学教师培养方面具有创新性，在社区学校提供社区资源来解决不平等问题并支持学生成功。宾厄姆顿大学-纽约州立大学的这个项目包括与三个高需求的地方中心学区(哈普尔斯维尔、缅因州恩德韦尔和惠特尼点)和南线硕士教师计划的合作伙伴关系。通过这些伙伴关系，该项目的目标是在五年内培养24名新的初中和高中教师。这些准教师将从数学专业本科生中招聘。该项目旨在支持中学数学教师的教学实践、信念和身份认同的发展，通过关注社区、公平和包容，成为高需求学区的有效教育工作者。项目目标包括：(A)增加多样化和学术实力强的中学数学教师人数；(B)培养学者对社区学校的了解和参与；(C)培养学者对自己的历史、身份、偏见、假设和与数学的关系的认识，以及这些关系如何影响学生的数学课堂经历和学习机会；(D)培养学者在高中数学教学和学习中解决平等、机会、包容性和特权等问题；(E)在高需求学区留住中学数学教育领域的学者。计划评估将确定项目的招募、准备和保留工作的优势和劣势，目标是做出知情的改进。调查结果有可能突出强调有效的方法，以准备和保留高素质的中学数学致力于支持他们的学生在课堂内外取得成功的数学学习者。成果将通过出版物、专业会议、会议演示广泛分享，并在当地通过专业发展研讨会、向当地主管提交的年度报告和社交媒体帖子广泛分享。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本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。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 and retaining effective middle and high school mathematics teachers for high-need school districts. Additionally, the project aims to address the need to develop STEM teachers prepared to improve access to mathematics for diverse populations of middle and high school students. The project will recruit undergraduate mathematics majors to careers in secondary mathematics teaching. These prospective teachers will be prepared by engaging in coursework, weekly field experiences in community school settings, activities with multiple teaching and community mentors, and a video-based induction program, among other activities. The project is innovative in grounding secondary mathematics teacher preparation in community school settings where schools provide community resources to address inequities and support student success.This project at Binghamton University-State University of New York includes partnerships with three high-need local central school districts (Harpursville, Maine Endwell, and Whitney Point) and the Southern Tier Master Teacher Program. Through these partnerships, the project aims to prepare 24 new middle and high school teachers over five years. These prospective teachers will be recruited from undergraduate majors in mathematics. The project is designed to support the pedagogical practices, beliefs, and identity development of secondary mathematics teachers to be effective educators in high-need school districts through a focus on community, equity, and inclusion. Project goals include: (a) increasing the number of diverse and academically strong secondary mathematics teachers; (b) developing scholars understanding and engagement with community schools; (c) fostering scholars awareness of their own histories, identities, biases, assumptions, and relationships to mathematics, and how these shape their students' classroom experiences and learning opportunities in mathematics; (d) preparing scholars to address issues of equity, access, inclusion, and privilege within the teaching and learning of mathematics in high-need schools; and (e) retaining scholars in the field of secondary mathematics education in high-need school districts. Program evaluation will identify strengths and weaknesses of the recruitment, preparation, and retention efforts of the project with the goal of making informed improvements. Findings have the potential to highlight effective approaches for preparing and retaining highly qualified secondary mathematics committed to supporting their students to be successful as mathematics learners both in and out of the classroom. Results will be widely shared through publications, professional meetings, conference presentations, and locally through professional development workshops, annual reports to local superintendents, and social media posts. 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.