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

数学科学(21)这个项目正在创建一套灵活的教学模块，作为未来数学教师学习的数学内容或教育学课程的补充资源。这些单元的内容基于数学论坛的每周问题(POW)服务，该服务由开放式、参与性和相关的问题组成，学生可以通过互联网提交解决方案和解释。这些现有的问题集合、相关的学生解决方案和补充资源代表了丰富的真实学生作业和教师评论的集合，可以支持教师与任职前的数学教师进行互动。这项工作的智力价值建立在数学论坛“在线辅导项目”的配套研究基础上，该项目证明了教师的数学和教学知识需要更大的发展。该项目的更广泛影响在于材料的灵活性，这些材料被设计成在现有课程和课程中以多种方式使用，包括作为课堂活动、作为家庭作业，或者作为与其他课程活动和作业并行运行的独立在线模块。此外，数学论坛的广泛使用得到了很好的证明，并为协助实地测试模块的材料提供了一个自然的传播工具。最后，该项目正在研究将学生理解和解决问题置于教学决策核心的i)学生思维分析和ii)教学，如何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.