ROLE: Knowledge of Algebra for Teaching

角色:用于教学的代数知识

基本信息

  • 批准号:
    0106709
  • 负责人:
  • 金额:
    $ 60.19万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2001
  • 资助国家:
    美国
  • 起止时间:
    2001-09-01 至 2004-08-31
  • 项目状态:
    已结题

项目摘要

We propose to undertake work on two components of this project, which was originally proposed as having three major components. We have redesigned this effort as a 24-month project primarily aimed at framework development and initial work on assessment tools; the attached budget would adequately support this work.Our original proposal included two research questions:Question 1. What knowledge of algebra for teaching (mathematical knowledge, beliefs, dispositions and conceptions of mathematics) do secondary school teachers of algebra draw upon to support their instruction?Question 2. How do preservice teachers' experiences in mathematics and in teacher education foster the development of knowledge of algebra for teaching?For this scaled-back version of the project we will address only the first research question. We had identified the several subquestions related to this; they are included below. We will meet as a project team to refine and narrow this list, and expect to focus on some subset of these:1. How is teachers' knowledge of algebra organized and chunked, and how does this relate to their teaching?2. How do teachers articulate what algebra is about? How do they describe the "big ideas" that structure the courses they teach? Can they compare and contrast the approach they take with others? How does this relate to their teaching?3. What kind of knowledge do teachers draw upon in responding to students' ideas? 4. How do more general mathematical types of knowledge (reasoning, representing, problem solving) relate to knowledge of algebra for teaching?5. What knowledge do teachers use in keeping their sights on longer-term mathematical goals or "big ideas" while also responding to student conceptions and interests?6. What resources and strategies do teachers draw on for deepening their knowledge of algebra for teaching?In the 24 months of this project we will undertake the development of a framework for "knowledge of algebra for teaching" by doing the following:1. Synthesizing literature, including: theoretical analyses of school algebra, research about the teaching and learning of algebra, research about knowledge used in teaching, investigations of how algebra teachers are using curricula.2. Examining algebra curriculum materials and teachers' manuals, and analyses of those materials3. Interviewing developers of contemporary secondary school algebra materials4. Examining teaching through existing videotapes5. Gathering data from inservice classrooms selected to span a range of curricular approaches, to support the framework development. In addition, we will begin the development and piloting of an assessment tool to assess and describe teachers' knowledge of algebra for teaching. Resources will not be available for full scale item development, piloting, and analysis. Rather we will design prototype tasks, probably in a relatively narrow content band within algebra, and conduct limited piloting efforts.The products of this work will be an analytic and empirically-derived framework describing algebra knowledge for teaching, and a set of prototype tasks that can be used as a basis for more extended task design in a subsequent project. In addition, we will use the framework as a basis for analysis of the algebra teaching in our teacher sample, and expect to produce a paper about teachers' knowledge of algebra for teaching as it relates to their classroom practice in a variety of curricular orientations.
我们提议对该项目的两个组成部分进行工作,该项目最初提议由三个主要组成部分组成。 我们将这项工作重新设计为一个为期 24 个月的项目,主要旨在框架开发和评估工具的初步工作;所附预算足以支持这项工作。我们最初的提案包括两个研究问题:问题 1. 中学代数教师利用哪些代数教学知识(数学知识、信念、数学倾向和概念)来支持他们的教学?问题 2. 职前教师在数学和教师教育方面的经验如何促进代数教学知识的发展? 项目中我们将只解决第一个研究问题。我们已经确定了与此相关的几个子问题;它们包括在下面。 我们将作为一个项目团队开会,以完善和缩小此列表,并期望重点关注其中的某些子集:1。教师的代数知识是如何组织和划分的,这与他们的教学有何关系?2.教师如何阐明代数的内容? 他们如何描述构建他们教授的课程的“大创意”? 他们能否将自己采取的方法与其他人进行比较和对比?这与他们的教学有什么关系?3.教师利用哪些知识来回应学生的想法? 4. 更一般的数学类型的知识(推理、表示、问题解决)如何与教学中的代数知识相关?5.教师使用哪些知识来关注长期数学目标或“大想法”,同时回应学生的概念和兴趣?6。教师利用哪些资源和策略来加深代数教学知识?在本项目的 24 个月内,我们将通过以下工作开发“代数知识教学”框架:1.文献综述,包括:学校代数的理论分析、代数教与学的研究、教学中知识运用的研究、代数教师如何使用课程的调查。 2.检查代数课程材料和教师手册,并对这些材料进行分析3。采访当代中学代数教材的开发者4。通过现有录像带检查教学5。从所选的在职教室收集数据,涵盖一系列课程方法,以支持框架开发。此外,我们将开始开发和试行一种评估工具,以评估和描述教师的代数教学知识。 资源将无法用于全面的项目开发、试点和分析。 相反,我们将设计原型任务,可能在代数中相对狭窄的内容范围内,并进行有限的试点工作。这项工作的产品将是一个描述代数教学知识的分析和经验派生框架,以及一组原型任务,可用作后续项目中更扩展的任务设计的基础。 此外,我们将使用该框架作为分析教师样本中的代数教学的基础,并期望撰写一篇关于教师教学代数知识的论文,因为它与他们在各种课程方向的课堂实践相关。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

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Joan Ferrini-Mundy其他文献

Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks
  • DOI:
    10.1007/s10857-007-9053-9
  • 发表时间:
    2007-12-01
  • 期刊:
  • 影响因子:
    1.800
  • 作者:
    Joan Ferrini-Mundy;Gail Burrill;William H. Schmidt
  • 通讯作者:
    William H. Schmidt

Joan Ferrini-Mundy的其他文献

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{{ truncateString('Joan Ferrini-Mundy', 18)}}的其他基金

POWRE: Technology Use in a Differential Equations Course
POWRE:微分方程课程中的技术使用
  • 批准号:
    0096058
  • 财政年份:
    1999
  • 资助金额:
    $ 60.19万
  • 项目类别:
    Standard Grant
Information Dissemination For Science Education Encouraging The Mathematics Participation of New Hampshire Girls
科学教育信息传播鼓励新罕布什尔州女孩参与数学
  • 批准号:
    8160401
  • 财政年份:
    1981
  • 资助金额:
    $ 60.19万
  • 项目类别:
    Standard Grant

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