Using PISA to Develop Activities for Teacher Education (UPDATE)

这个探索性项目由密歇根大学的教师领导，使用国际学生评估项目（PISA）的项目和数据来开发两种资源，用于中学数学教师的准备和专业发展。一种资源是以原型专业学习材料的形式出现的，它为教师和学生提供了分析复杂的数学任务和学生对这些任务的反应的机会，重点关注任务所包含的数学和学生反应中反映的数学理解。第二种资源是以pisa为基础的，专门为数学教师和教师教育者写的基于研究的文章的形式。这两种资源的工作将侧重于代数和定量识字的关键内容领域以及影响教育公平的因素。这个项目是由一个假设推动的，即PISA评估工具和结果可以像NAEP框架、项目和数据的先前分析一样对教师有用。为了实现第一个项目目标，研究团队将使用选定的PISA项目和学生对这些项目的反应来设计、开发和测试一系列专业学习任务，这些任务将让数学教师参与到个人和合作的探究中，旨在提高他们的专业内容知识和教学内容知识。为了实现第二个项目目标，研究小组将为从业者期刊准备文章，这些文章将根据开发和使用原型材料的经验，以及对2003年PISA评估中收集的数据进行选择的二次分析的结果。这项工作的结果将是一个资源集合，用于各种教师准备和专业发展环境，以激发中学数学教师对课程内容、学生学习、教学和评估等问题的思考。

This exploratory project led by faculty from the University of Michigan uses items and data from the Program for International Student Assessment (PISA) to develop two kinds of resources for preparation and professional development of secondary mathematics teachers. One type of resource comes in the form of prototype professional learning materials that provide opportunities for teachers and students to analyze complex mathematical tasks and student responses to those tasks, focusing on both the mathematics entailed in the task and the understandings of mathematics reflected in students' responses. A second type of resource comes in the form of PISA-based, research-grounded articles written specifically for mathematics teachers and teacher educators. Work on both resources will focus on the critical content areas of algebra and quantitative literacy and on factors influencing educational equity.The project is driven by the hypothesis that PISA assessment instruments and findings can be useful to teachers in much the way that prior analyses of NAEP frameworks, items, and data have been. To address the first project objective, the research team will use selected PISA items and student responses to those items to design, develop, and test a collection of professional learning tasks that engage mathematics teachers in individual and collaborative inquiry aimed at enhancing their specialized content knowledge and their pedagogical content knowledge. To address the second project objective, the research team will prepare articles for practitioner journals that will be informed by experiences in developing and using the prototype materials, but also by the findings of selected secondary analyses of data collected in the 2003 PISA assessment. The results of this work will be a collection of resources for use in various teacher preparation and professional development settings to stimulate thinking of secondary mathematics teachers about issues of curriculum content, student learning, teaching, and assessment.