Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics

数学教学内容知识测量的设计、验证和传播

• 批准号: 0335411
• 负责人: Hyman Bass
• 金额: $ 426.58万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0335411&HistoricalAwards=false
• 关键词: Design; Validation; Dissemination; Measures; Content

Research on teacher learning has suffered from a number of chronic methodological difficulties. Despite repeated calls for improved scholarship and more empirically grounded policy recommendations, the field been constrained by what scholars have been able to measure: characteristics of the learning opportunities themselves; teacher attitudes and beliefs which result from those opportunities; and, to some extent, teacher practices which emerge after such encounters. Typically left unmeasured, however, is a component which mediates each of these and is itself a significant target of many interventions, namely, teachers' content knowledge. The project proposed here would aim to help redress this problem in the area of K-8 mathematics, building on previous work to continue developing measures of teachers' mathematical knowledge for teaching. These measures will then be made available to MSP mathematics projects in hopes of improving the evaluation of those with programs for teacher learning and preparation. Five categories of work are proposed: (1) expanding existing measures upward to capture middle grade mathematics content for teaching, and developing new measures in key content areas; (2) validating these measures through interviews with MSP participants and other teachers, reviews by mathematicians and mathematics educators, and other means; (3) supporting high-quality uses of these measures via tools (database, core scales) and technical assistance to MSP evaluators; (4) building a self-sustaining system of measures use; and (5) building and testing theory through piloting and validation work. As these five aspects of work progress, we will carefully consider issues of equity, both from the theoretical and measurement perspectives. We will also consult with measurement and statistical experts to promote the production of the most technically sound and valid measures possible. Intellectual MeritThis proposal will help advance knowledge and understanding in two related fields: in defining the component elements of knowledge for teaching K-8 mathematics, and in understanding the effects of professional development meant to improve that knowledge. The authors are qualified to do this work through their past experiences with theory and measures development, and have laid out a careful plan of instrument development over a five-year period. Broader Impact This proposal enhances the infrastructure for research into teacher professional development. Based on interest in existing measures, the authors expect these measures to be useful not only to MSPs, but also to others who seek to understand teacher learning. These measures can be used to evaluate teachers' learning in pre-service teacher education programs; to make comparisons between preparation in traditional teacher education programs and alternative routes to certification; to judge the efficacy of professional development aimed at improving teachers' content knowledge for teaching; and to estimate the effects of curriculum materials designed to improve teachers' knowledge of mathematics and students. Finally, this project contributes fundamentally to theory development, asking the question, "What do teachers need to know and be able to do with mathematics in order to teach mathematics?" By answering this question through item-writing and psychometric analyses as work progresses, the authors seek to contribute to progress in theory, practice, and policy in this field.

教师学习研究一直面临着许多方法论上的困难。尽管人们一再呼吁改进学术研究并提出更多基于经验的政策建议，但该领域仍受到学者们能够衡量的因素的限制：学习机会本身的特征；教师因这些机会而产生的态度和信念；在某种程度上，教师的实践是在这种遭遇之后出现的。 然而，通常未测量的是调节其中每一个的组成部分，并且其本身也是许多干预措施的重要目标，即教师的内容知识。 这里提出的项目旨在帮助解决 K-8 数学领域的这一问题，在先前工作的基础上继续制定教师教学数学知识的衡量标准。这些措施随后将提供给 MSP 数学项目，以期改善对教师学习和准备项目的评估。提出了五类工作：（1）向上扩展现有措施，以获取中学数学教学内容，并在关键内容领域制定新措施； (2) 通过与 MSP 参与者和其他教师的访谈、数学家和数学教育工作者的审查以及其他方式验证这些措施； (3) 通过工具（数据库、核心量表）和向 MSP 评估人员提供技术援助，支持这些措施的高质量使用； （四）建立自我维持的措施使用体系； (5) 通过试点和验证工作构建和测试理论。随着这五个方面工作的进展，我们将从理论和测量的角度仔细考虑公平问题。 我们还将咨询测量和统计专家，以促进制定技术上最合理、最有效的措施。智力优势该提案将有助于增进两个相关领域的知识和理解：定义 K-8 数学教学的知识组成要素，以及理解旨在提高该知识的专业发展的效果。作者凭借过去的理论和测量开发经验，有资格完成这项工作，并制定了五年内仪器开发的周密计划。更广泛的影响 该提案增强了教师专业发展研究的基础设施。基于对现有措施的兴趣，作者预计这些措施不仅对 MSP 有用，而且对其他寻求了解教师学习的人也有用。这些措施可用于评估教师在职前教师教育课程中的学习情况；对传统教师教育计划的准备工作和其他认证途径进行比较；判断旨在提高教师教学内容知识的专业发展的有效性；并评估旨在提高教师和学生数学知识的课程材料的效果。最后，该项目对理论发展做出了根本性的贡献，提出了这样的问题：“为了教授数学，教师需要了解什么并且能够利用数学做什么？” 随着工作的进展，通过项目写作和心理测量分析来回答这个问题，作者试图为这一领域的理论、实践和政策的进步做出贡献。