Integrating Mathematics and Pedagogy (IMAP): An Investigation of the Effects on Elementary Preservice Teachers' Beliefs and Learning of Mathematics

该项目提出了一系列实验和定性研究，将有助于理解为职前教师精心设计的早期实地经验以及数学课程对未来数学小学教师的信念和数学成长的作用。PIS建议开发工具，提供准确的测量：1.准教师的信念；2.准教师；对他们期望教授的学校数学的理解深度；3.了解新手和专家在观察教学情况时实际关注的内容，并了解这些知识将指导实地课程的发展。课程将使用准实验设计进行评估，使用准实验设计，将未来教师的班级分配到三个条件之一。这三种情况的学生将在接下来的学期完成数学课程时进行比较。提出了相关的准实验研究，以考察时间问题。作为两项主要研究的补充，研究结果将为其他大学规划有效的教师培养计划提供知识库。

This project proposes a series of experimental and qualitative studies that will help in understanding the role of carefully designed early field experiences for preservice teachers, coupled with mathematics content courses, on the beliefs and the mathematical growth of prospective elementary teachers of mathematics. The PIs propose to develop instruments that provide accurate measures of:1. Beliefs of prospective teachers;2. Prospective teachers; depth of understanding of the school mathematics they expect to teach;3. Knowledge about what novices and experts actually attend to when observing teaching situations, with the understanding that this knowledge will guide the development of a field-based course.The course will be evaluated using a quasi-experimental design employing assignment of classes of prospective teachers to one of three conditions. Students in all three conditions will be compared as they complete their mathematics courses in subsequent semesters. Related quasi-experimental studies are proposed to examine questions of timing. Various other data will be collected as adjuncts to the two major studies.Research results will offer other universities a knowledge base in planning effective teacher preparation programs.