CAREER: Examining prospective teachers' learning of three mathematics teaching practices-posing, interpreting, and responding-during teacher preparation

职业：检查未来教师在教师准备期间对三种数学教学实践（摆姿势、解释和回应）的学习情况

• 批准号: 0546164
• 负责人: Sandra Crespo
• 金额: $ 68.68万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0546164&HistoricalAwards=false
• 关键词: CAREER; Examining; prospective; teachers; learning

This project focuses on three mathematics teaching practices --posing mathematical problems, responding to students' mathematical ideas, and interpreting students' mathematical thinking -- that are discussed in teacher preparation courses as practices that directly affect student learning. These practices are essential to the improvement of mathematics teaching and learning and demand a deep understanding of mathematics in the context of teaching. Research has found these practices to be underdeveloped in prospective teachers of mathematics and to be challenging to learn. In spite of the amount of attention they tend to receive in teacher preparation courses little is known about how these practices develop at the beginning stages of a teacher's career. This means that the field of mathematics teacher education has incomplete knowledge about how best to help prospective teachers move towards more sophisticated understandings and enactments of these practices. The research and educational agenda proposed in this project are critical to improving the design and implementation of mathematics teacher preparation programs and experiences. This project will study the practices of posing, interpreting, and responding using cross-sectional and longitudinal research designs. The cross-sectional study will characterize the focal practices at each of three stages in the elementary teacher preparation program at Michigan State University. The longitudinal study will focus on the development of the focal practices as prospective elementary school teachers move through the teacher preparation program and into their first and second year of teaching. Factors that afford and constrain the development of these practices will also be examined through in-depth case studies of ten participants. The educational goal of the project is to provide professional development for mathematics teacher education instructors. This professional development will consist of regular instructor meetings throughout the length of the project that will parallel the activities of the research group. As the research group works to develop the research instruments, for example, the instructor group will focus on adapting the research instruments to their teacher education classrooms. The goal of these educational activities is to, in collaboration with practicing mathematics education instructors, make the research tools and findings generated by this project useful to the teaching practice of mathematics teacher educators.

本研究的重点是三个数学教学实践-提出数学问题，回应学生的数学思想，并解释学生的数学思维-在教师准备课程中讨论的实践，直接影响学生的学习。这些实践对提高数学教与学是必不可少的，并要求在教学中深刻理解数学。研究发现，这些做法是欠发达的未来数学教师和具有挑战性的学习。尽管他们往往在教师准备课程中得到大量的关注，但很少有人知道这些做法在教师职业生涯的开始阶段是如何发展的。这意味着数学教师教育领域对如何最好地帮助未来的教师走向更复杂的理解和制定这些实践的知识是不完整的。在这个项目中提出的研究和教育议程是至关重要的，以改善数学教师准备计划和经验的设计和实施。这个项目将使用横向和纵向研究设计来研究摆姿势，解释和回应的实践。这项横断面研究将描述密歇根州立大学小学教师培养计划三个阶段的重点实践。纵向研究将集中在重点实践的发展，未来的小学教师通过教师准备计划，并进入他们的第一年和第二年的教学。还将通过对10名与会者的深入案例研究来审查提供和限制这些做法发展的因素。该项目的教育目标是为数学教师教育教师提供专业发展。这种专业发展将包括在整个项目期间定期举行的讲师会议，与研究小组的活动平行。例如，当研究小组致力于开发研究工具时，教师小组将专注于使研究工具适应他们的教师教育课堂。这些教育活动的目标是，与实践数学教育教师合作，使研究工具和研究结果产生的这个项目有用的数学教师教育工作者的教学实践。