- Year 2024
- NSF Noyce Award # 2050606
- First Name Brian
- Last Name Moore
- Registration Faculty/Administrator/Other
- Discipline Mathematics
- Role Co-PI
- Presenters
Brian E. Moore, Kayla Blankenship, Julia Keith, Nisha Phillip-Malahoo, University of Central Florida
Need
Historically, mathematics has been identified as a gatekeeper holding students back from possibilities, especially students from underrepresented groups. There is real need to reposition mathematics as a gateway to those very same opportunities, and to develop in teachers the tools and techniques that are necessary to catalyze change, impacting K-8 students’ future performance.
Research Questions
How do perspectives on content and the involvement of a mathematician effect teacher development?
Approach
Catalyzing Change from NCTM (National Council of Teachers of Mathematics) 2020 provides the conceptual framework, centering on four key recommendations for PK-12 school mathematics: 1) Broaden the purposes of learning mathematics; 2) Create equitable structures in mathematics; 3) Implement equitable mathematics instruction; and 4) Develop deep mathematical understanding.
Outcomes
Cultivating broad and deep understanding of mathematics, so that students know how and why various approaches work in particular mathematical contexts.Strengthening problem solving skills, so that students can build solutions to a variety of problems without foreknowledge of the relevant mathematics. Developing productive persistence in K-8 students, so that they are able to learn from their mistakes, without becoming discouraged by minor setbacks. Improving communication skills, so that mathematical ideas may be explored appropriately.
Broader Impacts
Because success in secondary and post-secondary mathematics begins with actualizing K-8 mathematics as a dynamic and creative subject, beyond the memorization and rote application of algorithms, students must develop the ability to think critically about the information they receive. Ultimately, these effects are evident in 14 Noyce Fellows, which in turn impacts hundreds of other teachers and thousands of students, as well as research on problems of practice in mathematics education that is disseminated nation-wide.
