CAREER: Learning to Learn from Mathematics Teaching

本项目的主要目标是通过一门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对待数学教学和学生数学学习的学习者。研究问题-阶段I(教师教育计划)1)在实验的两年中，治疗和控制干预措施是否按预期实施？2)治疗组职前教师对数学和数学学习的信念是否比对照组职前教师的信念有更大程度的变化？3)治疗组职前教师是否能够更好地分析他人教授的课程？4)治疗组职前教师是否有更好的计划、教学、5)治疗组职前教师是否比对照组职前教师有更好的数学教学准备？6)不同性质的实地考察和学生教学经历对职前教师从治疗和控制教学中的学习有多大影响？研究问题--第二阶段(纵向研究)1在教学的头三年中，接受治疗的教师比对照组教师的保留率高吗？如果参与者决定离开这一职业，做出这一决定的原因是什么？2)与控制组的职前教师相比，处理组的职前教师是否觉得在他们的头三年教学中更有准备教授数学？3)与对照组的职前教师相比，处理组的职前教师是否表现出更好的数学教学质量？4)与控制组的职前教师相比，处理组的职前教师是否更频繁地寻找机会从事专注于改善数学教学的专业实践？他们更多地(无论是正式的还是非正式的)担任领导角色，以促进以实践为基础的专业发展方法？5)在最初三年的教学支持中，哪些外部因素(例如，学校领导力、可用的专业发展机会)或阻碍教师采用专注于改善教学的专业实践？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。这项研究的参与者将是五年级的职前教师。这些教师将被跟踪到他们的第三年教学。STEM的主要领域是数学。一项随机对照实验将在四年的时间里重复进行，以比较那些使用了从数学教学中学习(LLMT)课程的教师在他们最初三年的教学中所发生的事情。将使用多种措施，包括实施的忠诚度(对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；实地考察和学生教学经验调查；第五年课程结束后三年的保留率、教师效能感量表；以及课堂观察(参与者的部分样本)。参加五年级教师教育课程的两年制学生将参加这项研究。在第一年，90名学生将被随机分配到常规方法课程或合并LLMT的课程中。第二组90名学生将在明年被纳入这项研究。在这两组学生中，治疗组和对照组的混合样本分别为90人和90人。此外，每年将选出四名参与者，其中两名来自治疗组，两名来自对照组，以代表不同的实地考察和学生教学经验。这些参与者将被跟踪调查其教学生涯的头三年。案例研究将包括学校和课堂观察以及半结构化访谈。评估将由顾问委员会进行。评估结果将提供有效性的证据，主要结果和影响将是关于小学教师在教授数学时更有效地关注学生学习的具体方法的证据。该项目有可能对将使用LLMT接受教学的90名职前教师产生最大影响。他们的学生将是受益者。更有影响力的是传播将用于其他教师教育计划的LLMT，以及从研究中获得的可用于塑造其他教师教育计划的知识。参与该项目的研究生也将从参与研究性研究中受益，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.