Collaborative Research: Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use

合作研究：评估教师的教学设计能力和数学课程的使用

• 批准号: 0918141
• 负责人: Janine Remillard
• 金额: $ 53.1万
• 依托单位: University of Pennsylvania
• 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: 2009-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918141&HistoricalAwards=false
• 关键词: Collaborative; Research; Assessing; Teachers; Pedagogical

The project focuses on revealing and assessing the capacities (knowledge, abilities, ways of understanding and acting) needed by elementary teachers for productive use of mathematics curriculum materials. The project is guided by the assumption that well designed curriculum programs have the potential to contribute to improvement in mathematics learning opportunities in K-12 classrooms. Minimal research has examined the kind of knowledge and capacities necessary for teachers to use these resources productively. The project team will undertake research to examine and identify these capacities (referred to as pedagogical design capacity or PDC) and develop tools to assess them. A key resource to be developed is a tool to assess elementary teachers' knowledge of mathematics embedded in the representations and tasks in curriculum materials (Curriculum Embedded Mathematics Assessment [CEMA]. The project includes interrelated development and research activities. The development activities include developing the CEMA and developing and refining tools for gathering data on teachers' use of curriculum materials. The research activities involve employing these tools to gather and analyze data on teachers' curriculum use and the capacities critical to it for the purposes of both refining the tools and developing a conceptual model of PDC. These activities are organized into 3 stages of work. The Instrument Design stage involves designing and testing the CEMA and developing and adapting other tools to collect data on teachers' curriculum use. The Instrument Pilot stage consists of a pilot study of 10 teachers' use of 5 different curriculum programs using all project instruments in order to refine them and develop an initial model of PDC. The Instrument Implementation stage involves employing the refined instruments to study 15 teachers' curriculum use in order to develop a conceptual model of PDC, which will guide future research and professional development. In order to consider the role that particular curriculum features and resources play in influencing teachers' use of the materials, each of the 5 programs will be analyzed during first stage.

该项目的重点是揭示和评估小学教师有效使用数学课程材料所需的能力（知识、能力、理解和行动方式）。该项目的指导思想是，精心设计的课程计划有可能有助于改善 K-12 课堂的数学学习机会。最少的研究考察了教师有效利用这些资源所需的知识和能力。项目团队将开展研究来检查和识别这些能力（称为教学设计能力或PDC）并开发评估它们的工具。需要开发的一个关键资源是一种工具，用于评估嵌入在课程材料的表示和任务中的小学教师数学知识（课程嵌入式数学评估 [CEMA]）。该项目包括相互关联的开发和研究活动。开发活动包括开发 CEMA 以及开发和完善用于收集教师使用课程材料的数据的工具。研究活动包括利用这些工具收集和分析以下方面的数据： 教师的课程使用及其对于完善工具和开发 PDC 概念模型至关重要的能力。这些活动分为三个工作阶段。仪器设计阶段包括设计和测试 CEMA 以及开发和调整其他工具来收集教师课程使用的数据。仪器试点阶段包括 10 名教师使用所有项目仪器使用 5 个不同课程计划的试点研究，以便 完善它们并开发 PDC 的初始模型。仪器实施阶段涉及使用完善的仪器来研究15名教师的课程使用情况，以开发PDC的概念模型，以指导未来的研究和专业发展。为了考虑特定课程特征和资源在影响教师使用材料方面所发挥的作用，将在第一阶段对 5 个项目中的每一个进行分析。