Using PISA to Develop Activities for Teacher Education (UPDATE)

这项由密歇根大学教师领导的探索性项目利用国际学生评估项目(PISA)的项目和数据，为中学数学教师的准备和专业发展开发了两种资源。一种类型的资源是以原型专业学习材料的形式提供的，为教师和学生提供机会来分析复杂的数学任务和学生对这些任务的反应，重点是任务中涉及的数学和学生反应中反映的对数学的理解。第二类资源是专门为数学教师和教师教育工作者撰写的基于PISA、以研究为基础的文章。这两个资源的工作将集中在代数和量化素养的关键内容领域以及影响教育公平的因素上。该项目的驱动因素是，PISA评估工具和结果对教师的帮助可能与先前对NAEP框架、项目和数据的分析一样有用。为了解决第一个项目目标，研究小组将使用选定的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，这些任务使数学教师参与旨在增强他们的专业教学知识和教学教学知识的个人和合作探究。为了实现第二个项目目标，研究小组将为从业人员期刊撰写文章，这些文章将从开发和使用原型材料的经验中获得信息，也将从2003年PISA评估中收集的数据的选定二次分析结果中获得信息。这项工作的结果将是一个资源的集合，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.