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A Digital Resource for Developing Mathematics Teachers' TPCK

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A Digital Resource for Developing Mathematics Teachers' TPCK A Digital Resource for Developing Mathematics Teachers' TPCK Grant # 0918339 NSF Program NSF PI Jeremy Roschelle Co-PI(s) Jose Blackorby, Charles Patton, Janet Bowers, Sue Courey Institution SRI International NSF Program Manager Jim Fey Grade Level Band Middle School Target Audience Preservice STEM Content Area Mathematics Deliverables A Digital Mathematics Text We aim to advance the preparation of preservice teachers in middle school mathematics, specifically on the topic of proportionality. Proportional reasoning is a centrally important and difficult topic in middle school mathematics and essential to students’ later success in algebra. To address the profound need for a workforce of high-quality teachers to teach this mathematics to diverse and struggling middle school students, we will develop a digital text that could be widely used by preservice teacher training institutions to communicate the unique transitional nature of middle school mathematics, as distinguished from elementary school and high school mathematics. Based on the interesearch-based concept of Technological Pedagogical Content Knowledge (TPCK), our goal is to enhance preservice education in three synergistic aspects: • Content: Increasing the accuracy, coherence, and conceptual depth of preservice teachers’ knowledge of proportionality and related pre-Algebra concepts. • Pedagogy: Enhancing the abilities of preservice teachers to use mathematical language effectively and to formulate questions that drive students’ mathematical thinking. • Technology: Incorporating technology into teaching for two important research-based purposes: (1) to support diverse students’ engagement with demanding mathematics and (2) to interact with dynamic representations to increase conceptual understanding. Strong research foundations underlie our design concept, development plan, and evaluation efforts. For example, guided by findings from large-scale randomized experiments, we emphasize the use of technology to provide interactive representations that enhance conceptual understanding. We further incorporate Universal Design for Learning (UDL), which shows how to provide affective, strategic, and cognitive support for engaging with challenging subject matter. We use the Framework for Research-Based Curriculum to organize our research towards dual purposes: (1) to inform iterative development and (2) to contribute to the research literature on teacher learning of TPCK. Formative research includes usability testing, design research, and analysis of mathematical accuracy and pedagogical appropriateness. 1 A Learning Progression for Scientific Modeling Grant # 0628199 NSF Program IMD PI Brian Reiser Co-PI(s) Joseph Krajcik, Elizabeth Davis, Christina Schwarz, David Fortus Institution Northwestern University NSF Program Manager David Hanych Grade Level Band PreK, Middle School Target Audience Students, Preservice, Inservice STEM Content Area Science Deliverables Learning Progression, Educative Curriculum Materials The project is a 42-month research and development effort to develop a learning progression for scientific modeling and investigate its implementation in two grade bands. The project focuses on the scientific practice of modeling because of its centrality in both the practice of science and as a vehicle for science learning. A learning progression characterizes variations of the practice that are appropriate for learners, and a sequence of successively more complex versions of that practice possible for learners. A learning progression for a scientific practice contains; (a) a model of the target practice appropriate for learners, (b) the starting points of learners'' intuitive understandings and practices, (c) a sequence of successively more sophisticated understandings and practices, and (d) instructional supports to help learners develop the practice. The theoretical contribution of the proposed work is to develop an empirically-tested learning progression for scientific modeling. The project identifies two related learning goals for modeling that serve as the two major constructs it will track: modeling practices and metamodeling knowledge. Each construct is broken into several progress variables that are tracked across time. The project will provide an empirically-supported learning progression for a key scientific practice, scientific modeling. Although the field has produced snapshots demonstrating the promise of engaging learners in scientific practices, systematic empirical research demonstrating how the practice can develop across years is lacking. The specific instructional materials created as part of the project can serve as a model other developers can use to design materials supporting scientific modeling and other practices. The model for educative curriculum materials as a form of teacher support can be adapted to support teacher learning about modeling or other scientific practices in other curriculum materials. 2 A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research - Irby) Grant # 0822153 NSF Program NSF PI Beverly Irby Co-PI(s) Institution Sam Houston State University NSF Program Manager Julio Lopez-Ferrao Grade Level Band Middle School Target Audience Students - Special Population, Inservice, Higher Education, Administrators, Policy STEM Content Area Makers Science Deliverables Research-based Curriculum/Practices Built on the success of our research team’s U.S. Department of Education (DOE), Institute of Education Sciences (IES) funded project, this collaborative research project, Middle School Science for English Language Learners (Project MSSELL), engages Texas A&M University and Sam Houston State University in Texas along with Aldine Independent School District, and proposes a randomized trial longitudinal experimental study that investigates an enhanced intervention in science education. The intervention involves 200 Spanish-speaking English language learners (ELLs) and 200 English-speaking students from eight classroom cohorts across fifth grade and terminating at the end of sixth grade. Specifically, Project MSSELL will test an enhanced standards- based science curriculum model integrated with English-as-a-second-language (ESL) strategies and technology along with student, teacher, and classroom characteristics. The enhanced curriculum will be aligned with the state and national standards, covering various science topics including life science, physical science, and earth science. Family involvement in science at home in the native language of Spanish and in English will be assessed as a component of the enhanced science curriculum model. Additionally, scientists will be involved in enhancing the curriculum through specifically designed activities from mentoring to engaging students on designated Saturdays at the university campus with scientists and honors students majoring in science. Three research questions will guide this study: (1) How effective is the enhanced science program in developing science achievement and academic English proficiency for ELLs whose first language is Spanish? (2) Are there student, teacher, home, or school characteristics that predict academic success in science achievement for ELLs whose first language is Spanish? (3) Do student characteristics interact with program type (enhanced or typical) and/or teacher or school characteristics to predict academic success in science for ELLs whose first language is Spanish? To evaluate the intervention, learning gains will be compared on standardized tests of science achievement and reading comprehension by fifth- and sixth-grade students randomly assigned to receive one of the two types of science education: experimental or control. Through the use of multilevel modeling techniques of individual growth curves, we will be able to describe and predict learning rates for science literacy. Additionally, science instruction will be monitored and compared across classrooms through field observation. Qualitative data also will be collected because they provide fertile descriptions and explanations of processes that may be outside the purview of classical quantitative methods. An external evaluation of the fidelity of project implementation will take place at six time points throughout the project. Dissemination will include (a) publication of student materials and teacher intervention processes in print and on the Web; (b) presentations as national, regional, and state levels; (c) newsletters and family science literacy involvement to actively engage parents in their children's science learning; and (d) publication in peer-reviewed sources. 3 A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research - Lara-Alecio) Grant # 0822343 NSF Program NSF PI Rafael Lara-Alecio Co-PI(s) Institution Texas A&M University NSF Program Manager Julio Lopez-Ferrao Grade Level Band Middle School Target Audience Students, Students - Special Population, Preservice, Inservice, Higher Education, STEM Content Area Administrators, Policy Makers Science Deliverables Research-based Curriculum/Practices Built on the success of our research team’s U.S. Department of Education (DOE), Institute of Education Sciences (IES) funded project, this collaborative research project, Middle School Science for English Language Learners (Project MSSELL), engages Texas A&M University and Sam Houston State University in Texas along with Aldine Independent School
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