The Mathematics Teacher Development (MTD) Project

数学教师发展（MTD）项目

• 批准号: 9600023
• 负责人: Martin Simon
• 金额: $ 104.08万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-07-01 至 2002-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9600023&HistoricalAwards=false
• 关键词: Mathematics; Teacher; Development; MTD; Project

9600023AbstractOVERVIEW: The MTD Project is studying the development of preservice and inservice mathematics teachers of kindergarten through grade 6 as they develop their teaching practices in the direction of current mathematics education reforms. The research studies these teachers in the context of an intensive instructional program and supervised field experience. It seeks to identify patterns of teacher development, obstacles for preservice teachers, and key issues that emerge during the professional development process.STRATEGIES: The project's first instructional component is a series of five academic-year courses, for a combined group of prospective and practicing elementary and middle school teachers, taught by the project director. In 1996, participants completed the first course designed to foster mathematical knowledge, confidence, and competence and to provide an experiential base for mathematics instruction that reflects the national standards. The second course (1997) will focus on students' mathematical thinking; participants will conduct student interviews to investigate students' understanding of mathematics. The third, fourth and fifth courses (1997 and 1998) will provide an integrated look at the learning and teaching of key concepts in the elementary school mathematics curriculum. During the project's second component, each inservice teacher is paired with a project staff member, who visits one of the teacher's mathematics classes weekly to observe and provide feedback or teach model lessons; they then meet to outline future action plans, discuss useful resources, and address problems and issues that arise. Each preservice teacher also works directly with an inservice teacher, with increasing responsibility in the classroom culminating in a full-time student teaching experience in 1998.IMPACT: Fifteen preservice teachers and 13 teachers from five elementary schools and two middle schools in the State College Area School District are participating. The research focuses on the individual and collective development of the teachers through whole-class teaching experiments and individual case studies. Data collected through classroom videotapes of participants teaching and being taught, notes taken during site visits, student work, and audiotaped teacher interviews. The case studies of the development of three teachers and three prospective teachers also include audiotaped interviews every two weeks and videotaped observations in their classrooms each month. In addition. these teachers' meetings with project staff and preservice teachers are audiotaped. Beginning in 1997, annual meetings with an advisory panel of university faculty, policymakers, and teachers will be held to discuss the project's progress. A summative evaluation report will be available upon conclusion. The project has proposed a paper about teachers' basic teaching models at the 1997 National Council of Teachers of Mathematics annual meeting. Project staff and participants will present their findings at additional national and international conferences and will publish them in professional journals.PRINCIPAL INVESTIGATORS: Martin A. Simon, Ron Tzur

9600023摘要概述：MTD项目正在研究幼儿园到6年级的在职和在职数学教师的发展，因为他们在当前的数学教育改革的方向发展他们的教学实践。 本研究在强化教学计划和监督实地经验的背景下研究这些教师。 它旨在确定教师发展的模式，为兼职教师的障碍，并出现在专业发展process.STRATEGIES的关键问题：该项目的第一个教学组成部分是一系列的五个学年课程，为一个组合组的未来和实践的小学和中学教师，由项目主任任教。 1996年，参加者完成了第一个课程，旨在培养数学知识，信心和能力，并提供一个经验基础的数学教学，反映了国家标准。 第二期课程（一九九七年）将集中于学生的数学思维，参加者将进行学生访谈，调查学生对数学的理解。 第三、第四和第五期课程（1997年和1998年）将综合介绍小学数学课程中关键概念的学习和教学。在项目的第二部分，每个在职教师与项目工作人员配对，每周访问教师的数学课之一，观察并提供反馈或教授模型课程;然后他们会面，概述未来的行动计划，讨论有用的资源，并解决出现的问题和问题。 每个副教授还直接与在职教师一起工作，在课堂上承担越来越多的责任，最终在1998年获得了全职学生的教学经验。影响：来自州立大学地区学区的5所小学和2所中学的15名副教授和13名教师参加了活动。本研究通过整班教学实验和个案研究，关注教师的个体和集体发展。 数据收集通过课堂录像带的参与者教学和被教导，在现场考察，学生工作，并录音教师访谈期间采取的笔记。 对三位教师和三位未来教师的发展的案例研究还包括每两周的录音采访和每月在教室里的录像观察。 另外。这些教师与项目工作人员和兼职教师的会议都有录音。 从1997年开始，将与大学教员、决策者和教师组成的咨询小组举行年度会议，讨论该项目的进展情况。 总结性评价报告将在结束时提供。 本课题在1997年全国数学教师理事会年会上提出了关于教师基本教学模式的论文。项目工作人员和参与者将在其他国家和国际会议上介绍他们的研究结果，并将在专业期刊上发表。西蒙，罗恩楚尔