Supporting Improvements in the Quality of Mathematics Teaching on a Large Scale
Supporting Improvements in the Quality of Mathematics Teaching on a Large Scale
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支持大规模数学教学质量提高
DOI：
10.1007/978-3-658-14979-6_17
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Erin C. Henrick
中科院分区：
文献类型：
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作者：
P. Cobb;K. Jackson;Thomas M. Smith;Erin C. Henrick
近年来，关于数学教与学的研究取得了长足的进步。然而，这项工作对许多国家的课堂教学的影响有限。我们报道了一个为期八年的项目，在这个项目中，我们与美国几个大型城市学区合作，试图支持数学教师发展雄心勃勃的、以探究为导向的教学实践。我们首先概述该项目，并描述这些研究人员-实践者伙伴关系，这些伙伴关系是作为系统级别的设计研究进行的。然后，我们提出了与教学改进的连贯系统的关键要素相关的发现。这些要素包括：明确的学生学习目标和对高质量数学教学的相关设想；课程材料和相关资源；教师专业发展；以学校为基础的教师协作会议；教师的非正式专业网络；教师领导为其他教师的学习提供就业支持的做法；以及对目前有困难的学生的补充支持。我们的结论是，如果数学教育研究要通过提高大量学生的数学教学质量来实现其潜力，还需要进行更多的研究，将大规模教学改进作为明确的调查重点。
Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the U.S. that were attempting to support mathematics teachers’ development of ambitious, inquiryoriented instructional practices. We first give an overview of the project and describe these researcher-practitioner partnerships, which were conducted as design research studies at the system level. We then present findings as they relate to key elements of a coherent system for instructional improvement. These elements include: explicit student learning goals and an associate vision of highquality mathematics instruction; curriculum materials and associated resources; pull-out teacher professional development; school-based teacher collaborative meetings; teachers’ informal professional networks; teacher leaders’ practices in providing job-embedded support for other teachers’ learning; and supplemental supports for currently struggling students. We conclude by arguing that additional studies are needed that frame large-scale instructional improvement as an explicit focus of investigation if mathematics education research is to realize its potential by contributing to improvements in the quality of mathematics instruction for large numbers of students.