2405483

Interactive, individualized professional learning for elementary school teachers: Enhancing content and pedagogical content knowledge as a basis for improving practice.

Mathematics plays a critical role in students' career choices as well as their success in STEM fields.

Unfortunately, math performance often declines as students progress through the grade levels, and the aftermath of the COVID-19 pandemic has worsened the situation.

Research has shown that when teachers have strong content and pedagogical content knowledge, they can provide better quality mathematics instruction to their students and improve student outcomes.

The goal of this project is to enhance elementary school teachers' capacity to improve students' mathematics learning through a scaled professional development program that uses artificial intelligence (AI) to create a personalized, active learning environment for teachers.

The professional development program focuses on key elements of content-specific expertise needed for teaching, such as enhancing teachers' understanding of the foundational ideas behind numbers and operations concepts that are developed across grade levels, as well as teachers' understanding of how students learn these concepts and how various instructional tools and practices can improve students' learning.

By creating a professional development that is adaptive to the individualized needs of teachers and is accessible to teachers anywhere and at any time, this work has the potential to change student outcomes at scale.

The professional development program utilizes advances in AI to create an inquiry-based learning environment for teachers to enhance their understanding through solving problems of practice.

Equipping teachers with the knowledge and skills crucial for quality teaching has the potential to improve mathematics teaching and learning at scale, which has the potential to reduce the opportunity gaps to quality teaching faced by underserved students.

The specific focus of this project is to enhance elementary school teachers' content and pedagogical content knowledge of numbers and operations using a multiple-AI-agent to guide teachers' development of a conceptual understanding of the content as well as ways to make the content more accessible to their students.

Rather than AI delivering the information, the AI tool will serve as a facilitator to create a learning environment in which teachers meaningfully engage with purposefully developed activities and learn through the process.

The research questions the work addresses are: (1) In what ways can advances in AI be incorporated into the AI-based interactive professional development program? (2) How well does the AI-based professional development program enhance teachers' content and pedagogical content knowledge of numbers and operations? And (3) How well does the AI-based professional development program enhance the quality of mathematics teaching and students' learning of numbers and operations?

The professional development program and AI tool will be developed through multiple iterations and inputs from several key stakeholders, such as teachers, teacher educators, and content experts.

The study will use a mixed methods approach.

The effectiveness of the fully developed program on instruction and student learning will be explored through a randomized controlled trial with 200 elementary school teachers.

The final version of the program will be made available online.

The Discovery Research PreK-12 Program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by PreK-12 students and teachers, through research and development of innovative resources, models, and tools.

Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

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.

Subawards are planned for this award.

University Of Southern California

THE GOAL OF THIS FUNDING OPPORTUNITY, "DISCOVERY RESEARCH PREK-12", IS IDENTIFIED IN THE LINK: HTTPS://WWW.NSF.GOV/PUBLICATIONS/PUB_SUMM.JSP?ODS_KEY=NSF23596

47.076 - Education and Human Resources

Division of Research on Learning in Formal and Informal Settings (DRL) [NSF]

Los Angeles, California 90089-4033 United States

Single Zip Code

Discovery Research PreK-12 (23-596)

Amendment Since initial award the total obligations have increased 121% from $1,662,312 to $3,677,694.