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

这个项目的目的是严格调查课程研究，这是一种越来越多的专业发展形式，一群教师在一个整合研究和实践的教学改进循环中共同努力。该团队研究现有课程，计划一个研究性课程（意思是他们将共同学习的课程），体现他们对该领域教学的想法和学生发展的长期目标，让一名团队成员教授课程，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映课程，单元和更广泛的教与学。这项拟议的研究源于这样一种观察：尽管课程研究（LS）在美国335所学校和32个州迅速推广，但许多LS小组在这个过程中并没有利用基于研究的知识。因此，该项目将开发和测试两个LS工具包，旨在帮助实践者使用和建立基于研究的数学教与学知识。研究性问题涉及学习的改进、使用工具包的学习过程、基于研究的数学教学理念的传播以及由工具包实现的学习，以及证明工具包支持的课程研究可以帮助开发教学知识库的证据。工作阶段包括：a)专家和新手研究小组的工具包组装、形成性评估、修订和测试；b)对修订后的工具包进行测试，并与没有工具包的课程研究实施进行比较；c)对过程的可持续性进行测试；d)在确保广泛传播的场所和形式进行数据分析和报告。

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.