Collaborative Research: PoW-TER - Problems of the Week as Teacher Education Resources

数学科学（21）该项目正在创建一套灵活的教学模块，用作未来数学教师所参加的数学内容或教育学课程的补充资源。这些模块的内容基于数学论坛的每周问题（PoW）服务，该服务包括开放式，引人入胜和相关的问题，学生可以通过互联网提交解决方案和解释。现有的问题，相关的学生解决方案和补充资源的集合代表了真正的学生工作和教师的评论，可以支持教师在他们的互动与职前数学教师丰富的集合。这项工作的智力价值建立在数学论坛“在线辅导项目”的同伴研究的基础上，该项目证明了需要更大程度地发展教师的数学和教学知识。该项目更广泛的影响在于材料的灵活性，这些材料旨在以多种方式在现有课程和课程中使用，包括作为课堂活动、家庭作业或与其他课程并行运行的独立在线模块。课程活动和作业。此外，对数学论坛的广泛使用有据可查，为协助实地测试这些单元的材料提供了一个自然的传播工具。最后，该项目正在研究如何专注于i）学生思维的分析和ii）将学生理解和解决问题置于教学决策核心的教学，可以影响大学教师及其学校数学教师同事的信念和实践。

Mathematical Sciences (21) This project is creating a flexible set of instructional modules for use as supplementary resources in mathematics content or pedagogy courses taken by future mathematics teachers. The content of the modules is based on the Math Forum's Problems of the Week (PoW) service that consists of open-ended, engaging, and relevant problems to which students submit solutions and explanations over the Internet. This existing collection of problems, the associated student solutions, and the supplementary resources represent a rich collection of genuine student work and teacher commentary that can support faculty in their interactions with pre-service mathematics teachers. The intellectual merit of this work builds on companion research from the Math Forums "Online Mentoring Project," which bears out the need for greater development of teachers' mathematical and pedagogical knowledge for teaching. The project's broader impacts lie in the flexibility of the materials that are designed for use in multiple ways within an existing curriculum and courses, including as in-class activities, as homework assignments, or as stand-alone online modules that operate in parallel to the other course activities and assignments. In addition, the extensive use of the Math Forum is well documented and provides a natural dissemination vehicle for the materials that assists in the field-testing of the modules. Finally, the project is researching how a focus on i) the analysis of student thinking and ii) instruction that places student understanding and problem solving at the core of instructional decision making, can affect the beliefs and practices of university faculty, and their school math instructor colleagues.