Influences on Preservice Teachers' Instructional Decision Making

伊利诺伊州立大学寻求资金，为K-6年级的小学教师开发一个模型数学课程，包括职前和在职教师，重点是认知引导教学方法。由经验丰富的教师组成的团队将在CGI中进行为期一年的选拔和准备，这些教师将在他们的教室中建立学习环境，反映当前关于儿童如何学习数学的研究成果。随后，这些教师和新的团队将在数学和数学教育所需的课程和校本经验方面与职前教师合作。职前教师将与在职教师一起参加研讨会。这些研讨会将讨论与解决问题有关的教学和学习，理解全国数学教师委员会课程和评价标准的主题领域。项目的研究部分将对职前教师进行研究，因为他们将成为新教师，在整个项目期间，提案人将跟踪他们进入自己的教学年。教育学院和数学系正在与该地区的学校系统合作实施这一计划。伊利诺伊州立大学的贡献占NSF预算的22%。

Illinois State University seeks funds to develop a model mathematics program for elementary teachers grades K-6, both preservice and inservice, focusing on the cognitive guided instruction approach to instruction. Teams of experienced teachers will be selected and prepared in CGI for a year and these teachers will establish learning environments in their classrooms that reflect current research findings on how children learn mathematics. Subsequently, these teachers and new teams will work with preservice teachers in mathematics and mathematics education required coursework and school-based experiences. The preservice teachers will be in seminars together with the inservice teachers. These seminars will address teaching and learning as related to problem solving with understanding in the topic areas of the Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics. The preservice teachers will be studied in the research component of the project as they become new teachers and are followed by the proposers into their own teaching years throughout the duration of the project. The College of Education and the Department of Mathematics are collaborating in the implementation of this program together with school systems in the area. The contribution of Illinois State University accounts for 22% of the NSF budget.