Restricted Research - Award List, Note/Discussion Page

Fiscal Year: 2013

1689  University of Houston  (21167)

Principal Investigator: CHAUVOT,JENNIFER

Total Amount of Contract, Award, or Gift (Annual before 2011): $ 449,702

Exceeds $250,000 (Is it flagged?): Yes

Start and End Dates: 9/1/12 <> 8/31/15

Restricted Research: YES

Academic Discipline: CURRICULUM AND INSTRUCTION

Department, Center, School, or Institute: EDUCATION

Title of Contract, Award, or Gift: Mathematical Knowledge for Equitable Teaching: Exploring opportunities to enable Elementary pre-service teachers to develop ambitious and equitable teaching practices

Name of Granting or Contracting Agency/Entity: National Science Foundation
CFDA Link: NSF
47.076

Program Title: none
CFDA Linked: Education and Human Resources

Note:

1222843 - This exploratory project addresses the teaching strand; it is designed to develop and study curricula and delivery methods (face to face, online) in which EC-6 pre-service teacher preparation programs can prepare elementary teachers for the ambitious and equitable teaching of mathematics to socially, linguistically and culturally diverse students. In doing so, this project will refine an instrument, titled Mathematical Quality and Equity (MQE) Observation Protocol, designed to measure the degree to which teachers provide access to mathematics content for diverse learners. One purpose of this project is to develop and the study the impact of early and sustained opportunities for learning about ambitious and equitable mathematics instructional practices on pre-service teachers’ capacity to identify equitable practices, as indicated by their use of the MQE, and impact on pre-service teachers’ Mathematical Knowledge for Teaching (MKT), as measured by established MKT instruments (Hill, Schilling, & Ball, 2004). A second purpose is to compare the effectiveness of face-to-face delivery of said learning opportunities to online delivery.

Discussion: No discussion notes

 

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