Identifying & Evaluating Adaptive Expertise in Teachers

本研究考察了数学教育中适应性专长的本质，从认知心理学的角度探讨了适应性专长与中学数学有效教学之间的关系。该项目的一个目标是使用三个维度在数学课堂上运用适应性专业知识：专业能力的认知模型、教学实践和专业学习。然后，研究人员试图确定在提高学生成绩方面更有效的教师是否或多或少具有适应性。他们使用回归模型来检验教师有效性和适应性专长之间的关系，并将教师的数学教学知识作为中介因素。他们对来自旧金山湾区的60名资深中学数学教师进行了一项单因素相关性研究，检验了一系列假设。

This project examines the nature of adaptive expertise in mathematics education, exploring relationships between this concept from cognitive psychology and effective middle school mathematics instruction. One goal of the project is to operationalize adaptive expertise in mathematics classroom using three dimensions: cognitive models of professional competence, instructional practices, and professional learning. Then, researchers seek to determine whether teachers who are more effective at raising student achievement are more or less adaptive. They use regression modeling to examine associations between teacher effectiveness and adaptive expertise, with teachers' mathematics knowledge for teaching as a mediating factor. They test a series of hypotheses in a one-factor correlational study with 60 veteran middle school mathematics teachers from the San Francisco Bay Area.