Building a Knowledge Base for Teaching: Design and Test of Research-based Toolkits for Mathematics Lesson Study

构建教学知识库：数学课程研究研究型工具包的设计和测试

• 批准号: 0633945
• 负责人: Catherine Lewis
• 金额: --
• 依托单位: Mills College
• 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: 2006-10-01 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633945&HistoricalAwards=false
• 关键词: Building; Knowledge; Base; Teaching; Design

The intent of this project is to rigorously investigate Lesson Study, an increasingly implemented form of professional development in which a group of teachers work together in a cycle of instructional improvement that integrates research and practice. The team studies existing curricula, plans a research lesson (meaning a lesson they will jointly study) that embodies their ideas about teaching in that domain and their long term goals for students development, have one team member teach the lesson while the others observe and collect detailed data on student responses, and collaboratively analyze the data and use it to reflect on the lesson, the unit, and teaching-learning more broadly. The proposed study grows out of the observation that in spite of the rapid spread of Lesson Study (LS) to more than 335 US schools and across 32 states, many LS groups do not draw on research-based knowledge in the process. Thus the project will develop and test two LS toolkits which are designed to help practitioners use and build upon research-based knowledge of mathematics teaching and learning. Research questions address improvement of learning, processes of learning with the toolkit, spread of research-based ideas about mathematics teaching and learning enabled by the toolkit, and evidence that the toolkit-supported lesson study can aid development of a knowledge base for teaching. Phases of the work include: a) toolkit assembly, formative assessment, revision, and tesing by expert and novice study groups; b) testing of revised toolkits and comparison with Lesson Study implementation without toolkits, c) testing of sustainability of the process, and d) data analysis and reporting in venues and forms that assure wide dissemination.

这个项目的目的是严格调查课程研究，一个越来越多的实施形式的专业发展，其中一组教师一起工作，在一个循环的教学改进，结合研究和实践。 团队研究现有的课程，计划一个研究课（意味着他们将共同学习的课程），体现他们在该领域的教学理念和他们对学生发展的长期目标，有一个团队成员教的教训，而其他人观察和收集学生反应的详细数据，并协作分析数据，并使用它来反思课程，单元，更广泛的教学。拟议的研究增长的观察，尽管教训研究（LS）的迅速蔓延到超过335所美国学校和32个州，许多LS组不借鉴基于研究的知识在这个过程中。 因此，该项目将开发和测试两个LS工具包，旨在帮助从业者使用和建立在数学教学和学习的研究为基础的知识。 研究问题解决学习的改善，学习过程中的工具包，传播的研究为基础的思想，数学教学和学习的工具包，并证明工具包支持的课程研究可以帮助发展的知识基础的教学。工作阶段包括：a）由专家和新手研究小组进行工具包组装、形成性评估、修订和测试; B）测试修订后的工具包，并与没有工具包的课程研究进行比较; c）测试过程的可持续性; d）在确保广泛传播的地点和形式进行数据分析和报告。