Strengthening Tomorrow's Education in Measurement: STEM

加强未来的测量教育：STEM

• 批准号: 0634043
• 负责人: John Smith III
• 金额: $ 45.11万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-12-01 至 2009-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0634043&HistoricalAwards=false
• 关键词: Strengthening; Tomorrow; Education; Measurement; STEM

The proposed project is an initial step toward solving a compelling problem that has received insufficient research attention in mathematics education: Why do U.S. students perform and understand measurement so poorly, in contrast to other content domains and students' in other developed countries? The problem is well-documented, but no comprehensive, empirically-grounded explanation has been advanced. Absent such an explanation, efforts to redress the problem via changes in curricula, professional development, or teacher education will remain unfocused and ineffective. The research literature (e.g., Clements, 1999; Lehrer, 2003, Strom, Kemeny, Lehrer, & Forman, 2001) suggests that four factors shape the problem, directly and in interaction: (1) deficits in published elementary and middle school curricula, (2) problems in teachers' enactments of those curricula, (3) problems in the character of classroom discourse about measurement, and (4) teachers' own knowledge of measurement. Recognizing this interactive complexity, this project will assess the capacity of elementary and middle school curricula to support robust student learning of measurement of length, area, and volume. Drawing on the existing research literature, the project will (a) assess the deficits and strengths of elementary and middle school curricula, and (b) characterize how key topics in these curricula are enacted by teachers in their classrooms. Four elementary and three middle school curricula were selected based on market-share, differences in design (publisher-developed vs. NSF-funded) and local adoption patterns. Their complete content for length, area, and volume will be evaluated using a framework, built from research, that details the elements of robust understanding. That content includes (1) basic approach, (2) explicit content statements, e.g., definition of area, and (3) all problems, tasks, and activities linked to the target measures. Each evaluation will yield a curriculum profile that will be communicated to each author team and revised, if appropriate, from their feedback. Teachers' presentation of lesson sequences in key topic areas (introduction to length, complex lengths, introduction to area, perimeter & area, and surface area & volume) will then be analyzed using the same framework. The primary objective is to estimate the extent to which written curricula contribute to the problem of weak student learning; a secondary objective is to trace how teachers enact these measurement topics in their classrooms, as a step toward modeling the contributions of all major factors listed above. Intellectual Merit. This project will provide a detailed, research-based analysis of the capacity of current published curricula to support robust student learning of core measurement content. Analyses of teachers' enacted curricula will characterize how written materials combine with other factors to shape students' learning, productively or not. The conceptual frame and the curricular profiles will support analyses of other written curricula (e.g., those in high-performing countries), teachers' enacted curricula, and students' learning. Broad Impact. Length, area, and volume are taught in all elementary and middle grades, but too often instruction is ineffective. Failing to learn the conceptual foundations of measurement undermines subsequent STEM learning across a wide spectrum of content. The project will expand and enrich the work of the current NSF-funded Center for the Study of Mathematics Curriculum where analyses have primarily focused on number, algebra, and reasoning.

该项目是解决一个引人注目的问题的第一步，这个问题在数学教育中没有得到足够的研究关注：为什么美国学生的表现和理解测量如此之差，与其他内容领域和其他发达国家的学生相比？这个问题是有据可查的，但没有全面的，有根据的解释已经提出。如果没有这样的解释，通过改变课程、专业发展或教师教育来解决问题的努力将仍然是没有重点和无效的。研究文献（例如，Clements，1999; Lehrer，2003; Strom，Kemeny，Lehrer，Forman，2001）认为四个因素直接和相互作用地形成了这个问题：（1）出版的小学和中学课程的缺陷，（2）教师制定这些课程的问题，（3）关于测量的课堂话语特征的问题，（4）教师自己的测量知识。认识到这种互动的复杂性，本项目将评估小学和中学课程的能力，以支持学生学习的长度，面积和体积的测量。根据现有的研究文献，该项目将（a）评估中小学课程的不足和优势，（B）描述教师如何在课堂上制定这些课程中的关键主题。根据市场份额、设计差异（设计者开发的与国家科学基金会资助的）和当地采用模式选择了四个小学和三个中学课程。它们的完整内容的长度，面积和体积将使用一个框架进行评估，该框架是从研究中构建的，详细说明了强大的理解的要素。这些内容包括（1）基本方法，（2）明确的内容陈述，例如，领域的定义，以及（3）与目标措施相关的所有问题、任务和活动。每次评估将产生一个课程简介，将传达给每个作者团队，并根据他们的反馈进行适当的修订。教师在关键主题领域（长度介绍，复杂长度，面积介绍，周长面积和表面积体积）的课程序列的演示将使用相同的框架进行分析。主要目标是估计在何种程度上书面课程有助于薄弱的学生学习的问题，次要目标是跟踪教师如何制定这些测量主题在他们的课堂上，作为一个步骤，对上述所有主要因素的贡献建模。智力优势。该项目将对目前公布的课程的能力进行详细的、基于研究的分析，以支持学生积极学习核心计量内容。 对教师制定的课程的分析将描述书面材料如何与其他因素联合收割机一起塑造学生的学习，无论是否有效。概念框架和课程简介将支持对其他书面课程的分析（例如，高绩效国家的课程）、教师制定的课程和学生的学习。广泛的影响。长度、面积和体积在所有的小学和初中年级都有教授，但太多时候的教学是无效的。 未能学习测量的概念基础会破坏随后在广泛内容中的STEM学习。该项目将扩大和丰富目前NSF资助的数学课程研究中心的工作，该中心的分析主要集中在数字，代数和推理上。