Coordinating Students' and Teachers' Algebraic Reasoning (COSTAR)

协调学生和教师的代数推理 (COSTAR)

• 批准号: 0231879
• 负责人: Andrew Izsak
• 金额: --
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-01-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0231879&HistoricalAwards=false
• 关键词: Coordinating; Students; Teachers; Algebraic; Reasoning

Research in education and psychology has demonstrated that adults and children often understand shared experiences in very different ways, but much less is known about how teachers and their students understand shared lessons, or how classroom learning occurs as teachers' and students' understandings interact over sequences of lessons. The research proposed here will focus on the interplay between teachers' and students' understandings of shared classroom interactions, and on ways that teachers and students work together to shape the teaching and learning of middle school algebra. The methodology used will be qualitative in nature - employing the video analysis of lessons. Data will be collected in three classrooms in Morgan County Georgia (a diverse racial and social setting), and the study will have a longitudinal focus where students will be followed over the course of their middle school algebra experiences.

教育和心理学的研究表明，成人和儿童往往以非常不同的方式理解共享的经验，但对教师和学生如何理解共享的课程，或者当教师和学生的理解在课程序列中相互作用时，课堂学习如何发生知之甚少。 这里提出的研究将重点关注教师和学生对共享课堂互动的理解之间的相互作用，以及教师和学生共同努力塑造中学代数教学的方式。 所采用的方法将是定性的----采用对课程的录像分析。 数据将在摩根县格鲁吉亚（一个多样化的种族和社会环境）的三个教室收集，这项研究将有一个纵向的重点，学生将在他们的中学代数经验的过程中被跟踪。