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

将墨菲学区（K-5）的教师和学生从算术思维转向代数思维：建立多层次的洞察力

• 批准号: 0634103
• 负责人: James Middleton
• 金额: $ 124.92万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-03-15 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0634103&HistoricalAwards=false
• 关键词: Moving; Teachers; Students; Arithmetic; Algebraic

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.

这个研究项目是基于一个方法，设计了超过20年的研究认知指导教学（卡彭特，Fennema，弗兰克，列维，Empson，1999年）。此外，我们将利用最近的工作，形成性评估的基础上，相同的认知模型，驱动器（黑威廉，1998年a）。形成性评价是以Black和Wiliam的工作为基础的，沿着CGI是将专业发展与教师学习和学生学习联系起来的仅有的两个研究项目（Black William，2004; Wilson Berne，1999）。我们还利用多层次理论来了解这些计划如何影响教师知识，课堂实践和学生学习的变化。这个项目不是了解一个层次，而是了解专业发展如何影响课堂和学校内产生重要的数学学习收益的复杂互动。这项研究将在一个高需求的市中心学区进行，该学区将作为评估专业教育专业发展的国家模式。该项目还将为理解促进拉丁美洲学生和英语学习者数学实质性学习的教学实践提供信息。