DNR-Based Instruction: A Model for Professional Development of Math Teachers, with a Special Attention to Justification and Proof and Algebra Teachers from Low Performing Schools

借鉴前人的工作和基于DNR的教学的试点研究。该委员会认为，这类教学对教师的代数知识、证明和证明的运用、对学生如何学习的理解，以及他们的数学教学实践都带来了积极的变化。因此，这项拟议研究的总体目标是，如果是这样的话，基于DNR的教学将如何有效地发展代数教师的知识库，特别是在证明方案的数学、认知和教学方面？教师将被随机分配到治疗中，并在研究的最后一年估计与学生成绩的明确联系。

Drawing on prior work and a pilot study of DNR based instruction. The PI observed that such instruction has brought about positive change in teachers' knowledge of algebra, in their use of justification and proof, in their understanding of how students learn, and in their practices of teaching mathematics. Consequently, the general goal of this proposed research is will, and if so how will, a DNR-based instruction be effective in developing the knowledge base of algebra teachers, particularly with respect to mathematical, cognitive, and instructional aspects of proof schemes? Teachers will be randomly assigned to treatment and in the last year of the study explicit links to student achievement will be estimated.