Contextual Research and Large Empirical Research? Developing the Theory of Mathematical Knowledge for Teaching by Investigating its Nature, Measurement, and Growth

情境研究和大型实证研究？

• 批准号: 1008317
• 负责人: Mark Hoover
• 金额: $ 269.56万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1008317&HistoricalAwards=false
• 关键词: Contextual; Research; Large; Empirical; Developing

This large empirical study by a research team at the University of Michigan Ann Arbor is developing the theoretical foundations for mathematical knowledge for teaching (MKT) in three strands of work. The primary focus is on preservice and beginning teachers in the area of mathematics. The first strand includes a set of theory-building studies analyzing current understandings in the literature and current classroom practices. For this strand researchers map MKT by identifying the different aspects that constitute the construct. The second strand is an instrument-development project that began with some prior developed multiple-choice measures. The focus of this strand is developing new alternative assessment items and instruments using different formats that will be valid and reliable measures of MKT at teachers? different stages in their career. In the third strand, researchers are articulating a description of teachers' learning progressions over their careers as they develop mathematical knowledge for teaching. The project is guided by three goals: (1) to systematically map the terrain of mathematical knowledge for teaching; (2) to develop alternative measures of MKT and analyze the data obtained; and (3) to conceptualize the trajectory of teachers? acquisition and use of MKT. Multiple methods are being employed to achieve the project goals. Three teams of researchers are working concurrently, each one devoted to addressing one of the three strands. All research teams are doing an extensive review of reported research and are drawing heavily from analyses of video records of mathematics lessons. Data from surveys administered nationally are being analyzed to help identify a trajectory of MKT for teachers? careers. In Years 1-3 nine beginning teachers and their classrooms are being observed and video tapped for five consecutive days at three points during the school year. Researchers are administering new assessment items and conducting cognitive interviews of 60 teachers to analyze the validity of and refine the items. Eight camps of multiple days are being conducted of multidisciplinary experts to review materials being developed (e.g., items and proposed trajectories) and to work collaboratively and independently to produce supportive materials. An external evaluator is collecting, analyzing, and reporting data to the research teams for both formative and summative purposes. The evaluator is guided by specific questions and will review products, video analyses, and the camps of scholars. The main products that will be produced are a map of MKT, alternative assessments of MKT, and a professional learning trajectory for MKT. These products and findings are to be disseminated through peer-reviewed journals, conference presentations, and multimedia content guides. As evidenced by the large dissemination and use of prior materials produced by this research team, this work will reach and influence a significant number of those in the mathematics education field.

这项由密歇根大学安娜堡分校的研究小组进行的大型实证研究，正在从三个方面为数学知识教学(MKT)奠定理论基础。主要的重点是数学领域的在职教师和初任教师。第一部分包括一组理论构建研究，分析文献中当前的理解和当前的课堂实践。对于这条链，研究人员通过识别构成该结构的不同方面来绘制MKT图。第二部分是一个仪器开发项目，该项目始于先前开发的一些多项选择措施。这条线的重点是开发新的替代评估项目和工具，使用不同的格式，将是有效和可靠的衡量教师的MKT？在他们职业生涯的不同阶段。在第三条线索中，研究人员清楚地描述了教师在为教学发展数学知识的过程中的学习进展。该项目以三个目标为指导：(1)系统地绘制用于教学的数学知识的地形；(2)开发MKT的替代措施并分析所获得的数据；(3)概念化教师的轨迹？收购和使用MKT。目前正在采用多种方法来实现项目目标。三个研究团队同时工作，每个团队都致力于解决三条线索中的一条。所有研究小组都在对报告的研究进行广泛的审查，并大量借鉴数学课视频记录的分析。正在分析来自全国范围内管理的调查数据，以帮助确定教师MKT的发展轨迹？事业。在1-3年级，对9名初任教师和他们的教室进行了观察，并在学年期间连续5天在3个地点拍摄视频。研究人员正在实施新的评估项目，并对60名教师进行认知访谈，以分析和完善项目的有效性。正在举办八个为期多天的多学科专家训练营，以审查正在编制的材料(例如，项目和拟议的轨迹)，并协作和独立地工作，以编制支持性材料。外部评估员负责收集、分析和向研究团队报告数据，以形成和总结数据。评估者以具体问题为指导，并将审查产品、视频分析和学者阵营。将制作的主要产品是MKT地图、MKT的替代评估以及MKT的专业学习轨迹。这些产品和调查结果将通过同行评议的期刊、会议报告和多媒体内容指南进行传播。该研究小组大量传播和使用以前的材料证明，这项工作将影响和影响数学教育领域的许多人。