Using PISA to Develop Activities for Teacher Education (UPDATE)

这个由密歇根大学教师领导的探索性项目使用国际学生评估项目（比萨）的项目和数据，开发两种资源，用于中学数学教师的准备和专业发展。一种类型的资源以原型专业学习材料的形式出现，为教师和学生提供分析复杂数学任务和学生对这些任务的反应的机会，重点关注任务中所涉及的数学和学生对数学的理解。第二种类型的资源是专门为数学教师和教师教育工作者撰写的基于PISA的、以研究为基础的文章。这两个资源的工作将集中在代数和数量识字的关键内容领域和影响教育公平的因素，该项目是由假设驱动的比萨评估工具和调查结果可以是有用的教师在很多的方式，以前的分析NAEP框架，项目和数据。 为了解决第一个项目的目标，研究小组将使用选定的比萨项目和学生对这些项目的反应，设计，开发和测试的专业学习任务，从事数学教师在个人和合作的调查，旨在提高他们的专业知识和教学内容的知识。 为实现第二个项目目标，研究小组将为从业人员杂志撰写文章，这些文章将参考开发和使用原型材料的经验，以及对2003年比萨评估中收集的数据进行的选定次级分析的结果。 这项工作的结果将是在各种教师准备和专业发展设置使用的资源，以激发中学数学教师对课程内容，学生学习，教学和评估的问题的思考。

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.