Developing 21st Century Inclusive- and Mathematical Literacy-Driven Middle School and High School Mathematics Teachers: SJSU’s Mathematics Integrated Teacher Preparation Program

San Jose State University Foundation, San Jose CA

Investigators

Abstract

This Noyce Track 1 project aims to serve the national need of preparing high-quality secondary mathematics teachers who have the subject matter content knowledge, pedagogy, and skills to improve the mathematical performances of all middle and high school students. Additionally, this project will support 70-80 undergraduate mathematics majors and post baccalaureate students who have subject matter competence in mathematics by providing scholarships and offering special activities such as designing, developing, implementing, and assessing deep mathematical literacy-driven modeling tasks in mathematics classrooms that support active learning instruction and learning. The proposed project components will enable high-achieving undergraduate and post baccalaureate students to become skillful secondary mathematics teachers who have extensive knowledge and expertise in evidence- and subject matter-based pedagogical practices for all students in the mathematics classroom as they complete their degree and credential program. This project at San Jose State University (SJSU) includes partnerships with local school districts such as the East Side Union High School District (high need), Campbell Union School District, and San Jose Unified School District (high need). Project goals include the following: (a) Produce 70-80 new secondary mathematics teachers over five years consisting of undergraduates from SJSU’s B.A. Mathematics Integrated Teacher Education Program and subject matter competent-post baccalaureate students from SJSU’s Single Subject Credential Program who have deep integrated instructional skills; (b) Establish a mathematics content-driven and integrated-by-design teacher preparation program that serves the needs of all students; (c) Identify strategies and examine outcomes of these strategies for effectively implementing instructional practices that increase student engagement and improve middle and secondary students’ overall performances in the mathematics classroom; and (d) Advance our knowledge of how to prepare 21st century secondary mathematics teachers who possess the mindset, skills, and knowledge to create and support high-impact skillful instruction and learning that benefit all students. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation questions: (a) How well does the project attract participants? (b) How well are prospective secondary mathematics teachers prepared for the work of teaching in all mathematics classrooms, especially in high need schools? (c) How well is the project able to retain beginning mathematics teachers in all schools, especially in high-need schools? The results of this project will be disseminated to help enhance the field. 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.