Elementary, Secondary, and Informal Education: Using Student-generated Strategies in Instructional Interactions to Build Multiplicative Structures in Urban Schools

小学、中学和非正式教育：在教学互动中利用学生生成的策略来构建城市学校的乘法结构

• 批准号: 0138877
• 负责人: Susan Empson
• 金额: $ 73.09万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-06-01 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0138877&HistoricalAwards=false
• 关键词: Elementary; Secondary; Informal; Education; Using

The goal of this three-year project is to model the development of children's multiplicative reasoning in urban classrooms in grades K-5. The project proposes to analyze teacher-student interactions during instruction to understand how students' productions (e.g., strategies, invented notations, arguments, claims, and explanations) are used for collective construction of complex mathematical knowledge that can lead to enhanced student outcomes. The project proposes, through observation at elementary classrooms in urban, low-income schools, to: (1) identify and classify teacher-student interactions that help generate student productions and the sequence that lead to significant mathematical understandings and practices; and (2) create models of thinking - a space of possible teaching and learning actions - that can help teachers adapt or reproduce effective teaching actions. The models created will be tested with other teachers in the last phase of the study. The research will use two types of cases: longitudinal cases of the development of individual student's thinking, and cross-sectional cases in which the focus is the sequence of teacher-student interactions. A secondary goal is to understand how children's reasoning about the strand of multiplicative structures - including fractions, rations, proportions, and multiplication and division - become integrated.

这个为期三年的项目的目标是模拟城市教室中K-5年级儿童乘法推理的发展。 该项目建议分析教学过程中的师生互动，以了解学生的作品（例如，策略，发明的符号，论点，主张和解释）用于集体构建复杂的数学知识，可以提高学生的成绩。 通过对城市低收入学校小学课堂的观察，该项目建议：（1）识别和分类有助于产生学生作品的师生互动以及导致重要数学理解和实践的顺序;（2）创建思维模式-可能的教学和学习行动空间-可以帮助教师适应或复制有效的教学行动。 在研究的最后阶段，将与其他教师一起测试所创建的模型。 本研究将使用两种类型的案例：个别学生的思维发展的纵向案例，和横截面的情况下，重点是师生互动的序列。 第二个目标是了解儿童对乘法结构链的推理--包括分数、定量、比例、乘法和除法--是如何整合起来的。