POWRE: Providing 'Invitations to Learn' to Elementary Mathematics Teachers

POWRE：向小学数学教师提供“学习邀请”

• 批准号: 0075065
• 负责人: Victoria Jacobs
• 金额: $ 7.5万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-15 至 2003-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0075065&HistoricalAwards=false
• 关键词: POWRE; Providing; Invitations; Learn; Elementary

0075065JACOBSThis research project is an exploration of teachers' learning in both formal and informal professional development activities; for example, scheduled workshop sessions and teachers' conversations about mathematics teaching. All of the professional development is focused on helping teachers learn to use children's mathematical thinking as a framework for engaging in inquiry. Data sources include teachers' journal writing, formal interviews and audiotapes of both researcher-teacher interactions and teacher-teacher interactions (when the researcher is not present). The PI and the teacher participants will all be actively engaged in gathering data about teachers' learning. Data analysis will (a) increase understanding of differences in teacher learning across settings and (b) help identify issues related to the emergence of teachers as professional development providers.

本研究项目是对教师在正式和非正式专业发展活动中学习的探索；例如，安排的研讨会和教师关于数学教学的对话。所有的专业发展都集中在帮助教师学会使用儿童的数学思维作为参与探究的框架。数据来源包括教师的日记写作、正式访谈以及研究者与教师互动和教师与教师互动（当研究者不在场时）的录音带。PI和教师参与者都将积极参与收集有关教师学习的数据。数据分析将(a)增加对不同环境下教师学习差异的理解，(b)有助于确定与教师作为专业发展提供者出现相关的问题。