Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Learners

差异化专业发展：为学习困难的学生构建数学知识

• 批准号: 1020163
• 负责人: Amy Brodesky
• 金额: $ 221.1万
• 依托单位: Education Development Center
• 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 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020163&HistoricalAwards=false
• 关键词: Differentiated; Professional; Development; Building; Mathematics

This project under the direction of the Education Development Center is creating and studying a two year professional development model for middle school mathematics teachers with an emphasis on teaching struggling math students in the areas of fractions and rational numbers. There are three components to the PD for teachers: online modules, professional learning communities, and face-to-face workshops. There are four online modules 1) Fraction sense: concepts, addition, and subtraction, 2) Fraction multiplication and division; 3) Decimal and percent operations; and 4) Integer sense, including concepts and operations. Each module is one week long. There are common sessions and special emphasis ones depending on the needs of the teacher. The project addresses three research questions: 1) To what extent do participating teachers show changes in their knowledge of rational numbers and integers, pedagogical knowledge of and beliefs about instructional practices for struggling students and abilities to use diagnostic approaches to identify and address student difficulties?; 2) To what extent do students of participating teachers increase their mathematical understanding and skill?; and 3) To what extent do students of participating teachers show positive changes in their attitudes toward learning mathematics? In the first year of work on the professional development program, fifty-five teachers will test the initial components of the differentiated modules. In years two and three an additional 160 teachers will participate in the professional development and research to test efficacy of the professional development model. In addition to this testing, twelve teachers will be selected for intensive case studies. Teacher content knowledge, pedagogical content knowledge, and attitudes will be assessed by various well-validated instruments, and changes in their classroom practice will be assessed by classroom observations. Effects of the teacher professional development on student learning will be evaluated by analysis of data from state assessments and by performance on selected items from NAEP and other standardized tests.This project will result in a tested innovative model for professional development of mathematics teachers to help them with the critical challenge of assisting students who struggle in learning the core concepts and skills of rational numbers and integers. Deliverables will include the on-line modules, materials for workshop and professional learning community work, new research instruments, and research reports.

该项目在教育发展中心的指导下，正在为中学数学教师创建和研究为期两年的专业发展模型，重点是教授分数和有理数领域的数学困难学生。教师专业发展包括三个组成部分：在线模块、专业学习社区和面对面研讨会。在线模块有四个：1）分数意义：概念、加法和减法；2）分数乘法和除法； 3）小数和百分比运算； 4）整数意义，包括概念和运算。每个模块为期一周。 根据老师的需要，有普通课程和特殊重点课程。该项目解决了三个研究问题：1）参与教师在有理数和整数知识、对有困难的学生的教学实践的教学知识和信念以及使用诊断方法识别和解决学生困难的能力方面表现出多大程度的变化？ 2）参与教师的学生在多大程度上提高了他们的数学理解和技能？ 3) 参与教师的学生在学习数学的态度上有多大程度的积极转变？在专业发展计划的第一年，五十五名教师将测试差异化模块的初始组成部分。在第二年和第三年，将有另外 160 名教师参与专业发展和研究，以测试专业发展模式的有效性。除了这项测试之外，还将选择 12 名教师进行深入的案例研究。教师的内容知识、教学内容知识和态度将通过各种经过充分验证的工具进行评估，并且他们的课堂实践的变化将通过课堂观察进行评估。将通过分析国家评估数据以及 NAEP 和其他标准化测试中选定项目的表现来评估教师专业发展对学生学习的影响。该项目将为数学教师专业发展建立一个经过测试的创新模型，以帮助他们应对帮助那些在学习有理数和整数的核心概念和技能方面遇到困难的学生的关键挑战。可交付成果将包括在线模块、研讨会和专业学习社区工作材料、新研究工具和研究报告。