CAREER: Building a Theory of Teacher Learning With and About Mathematics Curriculum: The Role of Innovative K-12 Materials in Elementary Teacher Education

职业：建立教师学习数学课程的理论：创新的 K-12 材料在小学教师教育中的作用

• 批准号: 9983393
• 负责人: Gwendolyn Lloyd
• 金额: $ 43.84万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-06-01 至 2006-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9983393&HistoricalAwards=false
• 关键词: CAREER; Building; Theory; Teacher; Learning

This project focuses on the professional development of prospective elementary teachers in the context of current mathematics education reform efforts in the United States. Challenging conventional views of mathematics teaching and learning, reform visions posit the processes of investigation, sense-making, and communication as central mathematics classroom activities. Numerous empirical studies over the past decade have indicated that teachers' attempts to enact reform visions in their classrooms are fraught with conceptual and practical challenges, many of which relate to teachers' lack of personal familiarity with reform-oriented instructional practices and representations of mathematics. In light of this situation, this project creates opportunities for prospective teachers to learn about mathematics and pedagogy by working with reform-oriented K-12 curriculum materials, and examines how such experiences can promote meaningful, long-term changes in prospective teachers' conceptions and classroom practices. In the mathematics and methods courses required of prospective elementary teachers, strategies will be developed for using reform-oriented curriculum materials to support the transformation of prospective teachers' conceptions of mathematics, teaching, and learning. The specific challenges that teachers encounter through engagement with curriculum materials, and the impact of these challenges on teachers' conceptions and early classroom practices, will be investigated using interpretive case study methods. Through examination of prospective and beginning teachers' learning with and about curriculum, this project will produce vital findings about the role that innovative curriculum materials can play in the educational reform process. Such results have potential to impact the content and processes of teacher preparation and professional development programs in mathematics education.

本项目的重点是在当前美国数学教育改革的背景下，未来的小学教师的专业发展。改革的理念摒弃了传统的数学教与学的观念，将探究、意义建构和交流的过程作为数学课堂活动的中心。过去十年的大量实证研究表明，教师在课堂上实施改革愿景的尝试充满了概念和实践上的挑战，其中许多挑战与教师缺乏对以改革为导向的教学实践和数学表征的个人熟悉有关。鉴于这种情况，本项目为未来的教师创造机会，通过使用以改革为导向的K-12课程材料来学习数学和教育学，并研究这些经验如何促进未来教师的观念和课堂实践的有意义的长期变化。在未来的小学教师所需的数学和方法课程中，将制定使用改革导向的课程材料的策略，以支持未来教师的数学，教学和学习观念的转变。教师通过参与课程材料遇到的具体挑战，以及这些挑战对教师的观念和早期课堂实践的影响，将使用解释性案例研究方法进行调查。通过对未来和新教师学习课程和关于课程的研究，本项目将产生关于创新课程材料在教育改革过程中所能发挥的作用的重要发现。这些结果有可能影响数学教育中教师准备和专业发展计划的内容和过程。