Moving Teachers and Students from Arithmetic to Algebraic Thinking in Murphy School District (K-5): Building Multilevel Insight

本研究项目基于20多年来对认知引导教学的研究（Carpenter, Fennema, Franke, Levi, &Empson, 1999）。此外，我们将利用基于驱动的相同认知模型的形成性评估的最新工作（Black & william, 1998a）。基于Black和William工作的形成性评估以及CGI是仅有的两个将专业发展与教师学习和学生学习联系起来的研究项目（Black & William, 2004; Wilson & Berne, 1999）。我们还利用多层次理论来理解这些项目如何影响教师知识、课堂实践和学生学习的变化。这个项目不是只了解一个层面，而是要了解专业发展如何影响课堂和学校中产生重要数学学习成果的复杂互动。这项研究将在一个高需求的内城学区进行，该学区将作为评估数学教育专业发展的全国模式。该项目还将为了解促进拉丁裔学生和英语学习者实质性数学学习的教学实践提供信息。

This research project is grounded in an approach designed from over 20 years ofresearch on Cognitively Guided Instruction (Carpenter, Fennema, Franke, Levi, &Empson, 1999). In addition, we will leverage recent work on formative assessment basedon the same cognitive model that drives (Black & Wiliam, 1998a). The formativeassessment based on the work of Black and Wiliam along with CGI are two of the onlyprograms of research to link professional development to teacher learning to studentlearning (Black & William, 2004; Wilson & Berne, 1999). We also leverage multileveltheory to understand how these programs can effect change on teacher knowledge,classroom practice, and student learning. Rather than understanding one level, this projectlooks to understand how professional development influences the complex interactionswithin classrooms and schools that produce important learning gains in mathematics.The research will be conducted in a high need inner city school district that willserve as a national model for the evaluation of professional development in mathematicseducation. The project will also inform efforts to understand the instructional practicesthat promote substantive learning in mathematics for Latino students and Englishlanguage learners.