Learning Mathematics from Practice: Developing Professional Teaching Cases for Preservice Content Courses

从实践中学数学：职前内容课程专业教学案例开发

• 批准号: 0837031
• 负责人: Alison Castro Superfine
• 金额: $ 14.99万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-05-01 至 2011-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0837031&HistoricalAwards=false
• 关键词: Learning; Mathematics; Practice; Developing; Professional

Mathematical Sciences - 21This NSF CCLI Phase 1 project is developing and researching the effectiveness of innovative learning materials and teaching strategies based on professional teaching cases for use in mathematics content courses for preservice elementary teachers. These professional teaching cases are video and text documents that demonstrate teaching situations to promote discussion of issues related to mathematics, mathematics teaching, and mathematics learning. The cases are used to create contexts that facilitate preservice teachers' recognition and understanding of their implicit assumptions about the mathematics and the teaching and learning of mathematics while at the same time broadening their knowledge of students' mathematical thinking. This project is also producing facilitator guides to enable mathematics faculty, who teach content courses for teachers, to develop expertise in the area of professional teaching cases, a medium with which they are most likely unfamiliar. The broader impacts from this project are not limited to the dissemination of the professional cases and the facilitators guide on the project website. The research results from this project are contributing to the growing understanding of how to support preservice teachers' learning of the mathematical knowledge needed for teaching. The project's evaluation includes a comprehensive mixed methods approach to assessing the context, input, process, and product of the project.

数学科学-21这个NSF CCLI第一阶段项目正在开发和研究创新的学习材料和教学策略的有效性，这些材料和策略基于专业教学案例，用于小学教师的数学内容课程。 这些专业教学案例是展示教学情况的视频和文本文件，以促进与数学，数学教学和数学学习相关的问题的讨论。 这些案例被用来创造情境，帮助中学数学教师认识和理解他们对数学和数学教与学的内隐假设，同时扩大他们对学生数学思维的认识。 该项目还编写了辅导员指南，使为教师讲授内容课程的数学系能够发展专业教学案例领域的专门知识，因为这是他们很可能不熟悉的一种媒介。 该项目的广泛影响不仅限于在项目网站上传播专业案例和促进者指南。 本研究的结果有助于进一步了解如何支持在职教师学习教学所需的数学知识。 该项目的评价包括一个全面的混合方法的方法来评估的背景下，输入，过程和项目的产品。