• The goals of the Robert Noyce project at Penn State Harrisburg include:
    • Increase the number and diversity of undergraduates and certification-only completers from PSH’s secondary mathematics program over the next five years through sustained academic and scholarship support.
    • Enhance scholars’ knowledge and use of mathematical-modeling activities that integrate emerging technologies to teach mathematics with connections to students’ cultural and linguistical needs.
    • Develop scholars’ self-efficacy regarding culturally responsive mathematics teaching.
    • Provide a comprehensive induction support system to promote the retention of scholars teaching in high-need schools upon completion of the program.
  • The driving questions this project seeks to answer include:
    • What factors contribute to enhancing Scholars’ pedagogical knowledge, CRT self-efficacy beliefs, and practices related to culturally responsive teaching through integrated mathematical-modeling activities.
    • In what ways are math modeling, cultural, and linguistical contexts exhibited in secondary mathematics classrooms?
    • What aspects of teaching CRMM to secondary students are challenging for secondary mathematics prospective teachers?
  • Presentations:
    • Asempapa, R. S., Wilburne, J. M., & Hadjioannou., X. (2023). Integrating culturally responsive secondary mathematics curriculum into the methods course. Regular session presented at the 51st annual conference of the Pennsylvania Association of Colleges and Teacher Education (PAC-TE), Harrisburg, PA.
    • Asempapa, R. S., & Le, K. T. (2023). Supporting secondary preservice teachers’ integration of mathematical modeling practices. Research session presented at the 17th annual symposium meeting of the Pennsylvania Association of Mathematics Teacher Educators (PAMTE), Shippensburg, PA.
  • Publications:
    • Coming soon…