Influences on Preservice Teachers' Instructional Decision Making

伊利诺斯州州立大学寻求资金来开发一种模型 小学教师的数学课程等级K-6，两者 服务和在职，侧重于认知指导 教学方法。 经验丰富的团队 教师将在CGI中选择和准备一年， 这些教师将在他们的课堂上建立学习环境， 反映当前研究结果的教室， 孩子们学习数学。 随后，这些教师和 新的团队将与数学教师合作， 数学教育必修课和校本 经验 副教授们将在研讨会上 与在职教师一起。 这些讨论会将 把教与学与解决问题联系起来 了解课程的主题领域， 全国教师理事会评价标准 数学 副教授将在 项目的研究部分，因为他们成为新教师 并由提议者跟随进入他们自己的教学 在整个项目期间。 学院 教育和数学系正在合作 与学校一起实施这一方案， 该地区的系统。 伊利诺伊州立大学的贡献占22% NSF的预算。

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.