- Year 2019
- NSF Noyce Award # 1240064
- First Name Cheryl
- Last Name Adeyemi
- Discipline Math
- Presenters
Cheryl Adeyemi, Virginia State University, cadeyemi@vsu.edu; Morgan DiBello, Matoca Middle School, morgan_dibello@ccpsnet.net
Need
New Noyce programs have to grapple with effective techniques for recruiting and supporting preservice secondary mathematics teachers. Summer Internships are used by a number of Noyce programs to identify and/or recruit prospective secondary mathematics teachers. Our project presents an effort that uses summer internships and the variables identified in digital stories to predict which of the interns may make the best Noyce scholars and secondary mathematics teachers.
Goals
1. What are the key variables that can predict secondary mathematics teaching? 2. Can digital stories developed by Noyce interns predict secondary mathematics teacher success? 3. How does digital storytelling impact preservice teacher metacognitive activities?
Approach
The Central VA Undergrduate Mathematics Scholarship Program used summer internships to identify, and recruit Noyce Scholars. (i) content preparedness; (ii) STEM interdisciplinary knowledge; (iii) pedagogical techniques; (iv) cultural responsiveness; and (v) integration of technological pedagogical mathematics knowledge. The internship included learning activities in each of these areas. Students were assessed via a digital story they created of their experience during the internship from the perspective of the five pillars. The Central VA Undergrduate Mathematics Scholarship Program used summer internships to identify, and recruit NOyce Scholars. (i) content preparedness; (ii) STEM interdisciplinary knowledge; (iii) pedagogical techniques; (iv) cultural responsiveness; and (v) integration of technological pedagogical mathematics knowledge. The internship included learning activities in each of these areas. Students were assessed via a digital story they created of their experience during the internship from the perspective of the five pillars. This study examines the reflections (metacognitive processes), attitudes and dispositions towards the teaching of secondary mathematics by prospective STEM undergraduate, Noyce Scholars / preservice teacher before, during and after their experiences in a NOYCE summer internship program – CVUMSP – Central VA Undergraduate Mathematics Scholarship Program. The study uses qualitative data generated via the tool of digital storytelling and program reflections to shed light on the prospective Noyce Scholars attitudes and dispositions vis a vis secondary teaching. Rubrics were developed for evaluating the digital story and for evaluating teacher success by Noyce faculty and interns. Correlational analysis was used to determine the relationships between and among the pillars and other variables using the digital story scores and the teaher success scores . The theoretical framework used is TPCK (Technical -Pedagogical- Content Knowledge. Using qualitative data generated from student digital stories of their experiences, and student weekly journals, certain students were recruited to become NOYCE scholars. The study identifies variables related to student’s success in the program, and ultimately as a secondary mathematics teacher as predicted from the digital stories. Both quantitative and qualitative data were collected for the study and mixed methodology was used in the analysis of the data. The identification of key variables that impact upon teacher success can be used in the developing of the post graduate mentoring program associated with this grant, as well as inform the day to day evolution of internship program activities.
Outcomes
The identification of key variables that impact upon teacher success can be used in the developing of the post graduate mentoring program associated with this grant, as well as inform the day to day evolution of internship program activities.
Broader Impacts
New Noyce programs will be able to use digital stories, to discern Noyce Scholars; focus, attitudes and intention towards secondary mathematics teaching and use this information to improve on their undergraduate programs and mentoring components if they exist for the program. This project also provides an opportunity for Noyce programs to identify variables related to interns/ prospective scholars’ success in their undergraduate programs and eventually as secondary mathematics teachers
