Investigating the Effectiveness of the NWREL Mathematics Problem Solving Model: A Quasi-Experimental Study

西北地区教育实验室课堂培训和学习中心正在与俄勒冈州立大学和波特兰州立大学数学系合作，调查数学评估专业发展模式的有效性。该项目的形容词阐述了NWREL数学问题解决模式(NWREL MPM)对教学策略、课堂话语模式以及学生在数学问题解决方面的成就和态度的影响。该项目还将调查NWREL MPM在课堂教师使用时的技术质量；教师在课堂上实施NWREL MPM的性质；使用基于网络的技术支持与中学数学学生进行基于标准的话语以促进教师实施的效果；以及干预后教师教学和评估实践的变化的性质。混合方法研究设计将专业发展计划的准实验场测试与计划实施的定性分析相结合。定量准实验场测试将比较治疗和控制教师的学生在项目设计的数学问题解决任务和州或地区标准化测试中的表现。对治疗教师和对照教师在课堂上的实施努力进行详细的民族志定性分析，将提供关于如何进行问题解决教学的信息，以及关于课堂话语模式的性质的信息。将编写一份问题解决作业手册，由项目中的教师领导进行实地测试，并在4个地区性特邀会议上进行验证。提出的研究项目的智力价值许多关于教师评估知识和实践的研究都是以严格的定性方法进行的。这一项目力求扩大这项研究，以包括实地考察以评估为重点的特定专业发展干预措施对教师做法和学生学习成绩的影响。专业发展的影响以及这种影响在复杂的课堂环境中实现的方式都是需要发展的目标理解。将西北地区教育实验室重要的技术援助资源与高校研究人员丰富的专业知识内容相结合，增强了对评估如何影响教学和学生学习的新理解的能力。对拟议的研究项目的影响本研究的重点是对形成性和终结性评估如何帮助学生学习进行随意的解释。关于如何帮助学生理解评估他们的标准如何提高成绩的新知识将是这个项目的成果。与机构建立联系，以提高成就将是该项目的成果。由于与有丰富参与教师职前教育历史的机构建立了联系，并有可能将这项研究的结果纳入关于评估的教师教育课程中，这项建议将对教师在课堂上了解评估产生直接影响，因为教师和学生之间围绕绩效和评估标准对话的互动将有助于教师网络支持课堂上的工作。

The Center for Classroom Training and Learning at the Northwest Regional Educational Laboratory is joining with the Departments Mathematics at Oregon State University and Portland State University to investigate the effectiveness of a mathematics assessment professional development model. The adjectives of the project address the effect of the NWREL Mathematics Problem-Solving Model (NWREL MPM) on instructional strategies, patterns of classroom discourse, and student achievement in and attitudes toward mathematical problem solving. The project will also investigate the technical quality of the NWREL MPM when used by classroom teachers; the nature of teachers' implementation of the NWREL MPM in classrooms'; the effect of the use of web-based technological support of rubric-based discourse with middle school mathematics students to facilitate implementation by teachers'; and the nature of post-intervention changes in teachers' instructional and assessment practices. The mixed-methodological research design will combine a quasi-experimental field test of the professional development program with a qualitative analysis of the implementation of the program. A quantitative quasi-experimental field test will compare the performances of students of treatment and control teachers on project-designed mathematical problem-solving tasks and on state or district standardized tests. A detailed ethnographic qualitative analysis of the implementation efforts in the classrooms of both treatment and control teachers will provide information about how problem-solving instruction is carried out and about the nature of classroom discourse patterns will be examined. A manual for problem solving assignments will be developed, field tested by teacher leaders in the project, and sisseminated in 4 regional invited conferences.Intellectual Merit of the Proposed Research Project Much of the research in teacher assessment knowledge and practice has been carried out with a strictly qualitative approach. This project seeks to expand that research to include a field-based examination of the effect of a particular assessment-focused professional development intervention on the practices of teachers and the academic performance of students. Both the impact of the professional development and the ways in which that impact is realized in the complex environment of the classroom are the target understandings that will be developed. Connecting the significant technical assistance resources of the Northwest Regional Educational Laboratory with the content rich expertise of university researchers strengthens the capacity for the development of new understandings about how assessment influences instruction and student learning.Broader Impact on the Proposed Research Project The focus of this research is to develop casual explanations of how assessment that is both formative and summative in nature contributes to student learning. New knowledge about how helping students to develop an understanding of the criteria by which they are evaluated enhances achievement will be an out come of this project. With connections to institutions that enhances achievement will be an outcome of this project. With connections to institutions that have a strong history of participation in teacher preservice education and the potential to include the results of this research in teacher education courses on assessment, this proposal will provide direct impact on teachers learn about assessment in the classroomevidence of the interactions between teachers and students focused around conversations about performance and criteria for evaluation will contribute to teacher networks that support work in the classroom.