CAREER: Learning to Learn from Mathematics Teaching

本项目的主要目标是通过重新设计的职前数学方法课程，确定未来的小学教师如何成为认真学习者的数学教学和学生学习的数学。研究问题-第一阶段（教师教育计划）1）治疗和控制干预措施是否在实验的两年内按预期实施？ 2)治疗组职前教师的数学信念和数学学习信念的变化程度是否大于对照组职前教师的信念？ 3)治疗组的职前教师是否能够更好地分析他人所教的课程？ 4)治疗组的职前教师是否比对照组的职前教师更能计划、教学和反思他们的数学教学？ 5)治疗组职前教师感觉更好地准备教数学比对照组职前教师？ 6)在何种程度上的各种特点的田野工作和学生的教学经验的影响职前教师的学习从治疗和控制教学？研究问题-第二阶段（纵向研究）1）在教学的前三年，治疗组教师的保留率是否高于对照组教师？如果参与者决定离开该行业，其背后的原因是什么？ 2)治疗组职前教师感觉更好地准备教数学在他们的头三年的教学比职前教师在控制组？ 3)治疗组职前教师表现出更好的数学教学质量比职前教师在控制组？ 4)与对照组职前教师相比，治疗组职前教师是否更频繁地寻求机会从事专注于提高数学教学的专业实践？他们是否经常（正式或非正式地）承担领导角色，促进基于实践的专业发展方法？ 5)哪些外部因素（例如，学校领导、现有的专业发展机会），还是阻碍教师采用以改进教学为重点的专业做法？这项工作将在加州大学欧文分校和周边学区的教师教育项目中完成。研究对象为五年级职前教师。这些教师将在他们的第三年教学。STEM的主要领域是数学。一项随机对照实验将在四年内进行，该实验将比较使用从数学教学中学习（LLMT）课程的教师在前三年的教学中发生的情况。将采用多种措施，包括实施的保真度（数学方法课程的观察）;信念调查;基于视频的课程分析;内容和教学内容知识调查;实地调查和学生教学经验;五年计划后三年的教学保留率，教师效能感量表;和课堂观察（参与者的子样本）。两年的学生谁是在第五年的教师教育计划将参加这项研究。在第一年，90名学生将被随机分配到常规方法课程或LLMT课程。第二组90名学生将于明年参加这项研究。对于两组学生，将有一个治疗组90人和对照组90人的合并样本。此外，每年将选择四名参与者，两名来自治疗组，两名来自对照组，以代表实地考察和学生教学经验的变化。这些参与者将在他们的教学生涯的前三年进行跟踪。个案研究将包括学校和课堂观察和半结构化访谈。评估将由咨询委员会进行。评估结果将提供有效性的证据。主要成果和影响将是一种具体方法的证据，使小学教师在教授数学时更有效地关注学生的学习。该项目有可能对90名将使用LLMT接受指导的职前教师产生最大的影响。学生将成为受益者。更有影响力的将是LLMT在其他教师教育项目中的传播，以及从研究中获得的知识，这些知识可以用于塑造其他教师教育项目。研究生谁在该计划的工作也将受益于从事研究性学习，包括数据收集和分析。

The main goal of this project is to determine through a redesigned pre-service mathematics methods course how prospective elementary teachers become serious learners about teaching of mathematics and student learning of mathematics. Research Questions - Phase I (Teacher education program) 1) Are treatment and control interventions implemented as intended during both years of the experiment? 2) Do treatment-group pre-service teachers' beliefs about mathematics and mathematics learning change to a larger extent than control-group pre-service teachers' beliefs? 3) Are treatment-group pre-service teachers better able to analyze a lesson taught by others? 4) Are treatment-group pre-service teachers better able to plan, teach, and reflect on their mathematics teaching than pre-service teachers in the control group? 5) Do treatment-group pre-service teachers feel better prepared to teach mathematics than control group pre-service teachers? 6) To what extent do various characteristics of fieldwork and student-teaching experiences impact pre-service teachers' learning from treatment and control instruction?Research Questions - Phase II (Longitudinal study) 1) Is retention during the first three years of teaching higher for treatment than for control-group teachers? If participants decide to leave the profession, what are the reasons behind that decision? 2) Do treatment-group pre-service teachers feel better prepared to teach mathematics during their first three years of teaching than pre-service teachers in the control group? 3) Do treatment-group pre-service teachers exhibit better quality of mathematics instruction than pre-service teachers in the control group? 4) Do treatment-group pre-service teachers more frequently seek opportunities to engage in professional practices that focus on improving mathematics teaching, compared to control-group pre-service teachers? Do they more often assume (whether formally or informally) leadership roles that promote practice-based approaches to professional development? 5) What external factors (e.g., school leadership, available professional development opportunities) during the first three years of teaching support or hinder teachers' adoption of professional practices focusing on improving instruction?The work will be done at the teacher education program at University of California-Irvine and surrounding school districts. The participants in the study will be pre-service teachers in the 5th year program. These teachers will be followed through their third year of teaching. The main STEM field is mathematics. A randomized controlled experiment with a replication group will be conducted over four years that will compare what happens in their first three years of teaching by teachers who have used the Learning to Learn from Mathematics Teaching (LLMT) curriculum. Multiple measures will be used including fidelity of implementation (observations of mathematics methods course); beliefs survey; video-based analysis of a lesson; content and pedagogical content knowledge survey; survey on fieldwork and student teaching experience; retention-in-teaching rates over three years following 5th year program, teacher sense of efficacy scale; and classroom observations (for a sub-sample of participants). Two years of students who are in the 5th year teacher education program will participate in the study. In the first year 90 students will be randomly assigned to the regular methods course or the course with the LLMT incorporated. A second group of 90 students will be included in the study the next year. With the two cohorts of students there will be a pooled sample of 90 in the treatment group and 90 in the control group. In addition, each year, four participants, two from the treatment and two from the control group will be chosen to represent variation in contexts of fieldwork and student teaching experiences. These participants will be followed through the first three years of their teaching career. Case studies will include school and classroom observations and semi-structured interviews. The evaluation will be done by the advisory board. The assessment findings will provide evidence of the efficacy.The main outcomes and impacts will be the evidence on a specific approach to have elementary teachers to become more effective in attending to student learning when teaching mathematics. The project has the potential to have the greatest impact on the 90 pre-service teachers who will receive instruction using the LLMT. Their students will be the beneficiaries. More impactful will be the dissemination of LLMT to be used in other teacher education programs and the knowledge gained from the study that can be used to shape other teacher education programs. Graduate students who work on the program will also benefit from engaging in the research study including data gathering and analysis.