Connecting a teacher dashboard to a student digital collaborative environment: Supporting teacher enactment of problem-based mathematics curriculum
Connecting a teacher dashboard to a student digital collaborative environment: Supporting teacher enactment of problem-based mathematics curriculum
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将教师仪表板连接到学生数字协作环境：支持教师制定基于问题的数学课程
DOI：
10.1007/s11858-021-01310-w
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Phillips, Elizabeth
中科院分区：
文献类型：
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作者：
Edson, Alden;Phillips, Elizabeth
数学教室中的教师仪表板倾向于为教师提供有关学生表现的信息，这些信息通常与教室管理系统、在线课程系统或同伴辅导软件相关联。教师仪表板也倾向于强调支持教师使用“过渡”或“直接指导”模型的功能。在我们的方法中，我们迭代地设计，开发，测试和改进了教师仪表板，该仪表板与嵌入式基于问题的数学课程的学生数字协作环境相关联。在这项研究中，我们调查了教师仪表板功能，支持教师制定的基于问题的数学课程嵌入在数字协作平台。我们报告的设计原则，指导三个教师仪表板功能的发展：（1）实时或课后监控学生的思维证据，（2）访问工作空间的问题的全班讨论，（3）创建和发送“即时”支持。教师在整个迭代开发过程中面临的教学优势和挑战也进行了讨论。来自观察数据和教师访谈的证据表明，学生和教师数字平台产生的有机协同作用提供了几种方式，为教师提供来自教师仪表板的新的和及时的信息，支持基于问题的数学教学。
Teacher dashboards in mathematics classrooms tend to provide teachers with information on student performance that are often linked to classroom management systems, online course systems, or peer-tutoring software. Teacher dashboards also tend to emphasize features that support teachers using a “transition” or “direct instruction” model. In our approach, we iteratively designed, developed, tested, and refined a teacher dashboard that is linked to a student digital collaborative environment with an embedded problem-based mathematics curriculum. In this study, we investigate teacher dashboard features that support teacher enactment of problem-based mathematics curriculum embedded in a digital collaborative platform. We report on design principles that guided the development of three teacher dashboard features: (1) monitoring evidence of student thinking in real-time or after class, (2) accessing workspace for whole-class discussions of the problem, and (3) creating and sending “just-in-time” supports. The pedagogical advantages and challenges teachers face throughout the iterative development process are also discussed. Evidence from observational data and teacher interviews suggests that the organic synergism generated from the student and teacher digital platform offers several ways that teachers are provided with new and timely information from teacher dashboards that supports problem-based mathematics teaching.