Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Learners

在教育发展中心的指导下，这个项目正在为中学数学教师创建和研究一个为期两年的专业发展模式，重点是在分数和有理数领域教数学困难的学生。面向教师的PD有三个组成部分：在线模块、专业学习社区和面对面研讨会。在线有四个模块：1)分数感知：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)整数感，包括概念和运算。每个模块为期一周。根据老师的需要，有普通课程和特别强调课程。该项目解决了三个研究问题：1)参与研究的教师在多大程度上改变了他们对有理数和整数的知识，对困难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？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)参与教师的学生在多大程度上对学习数学的态度发生了积极的变化？在专业发展计划的第一年，55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，额外的160名教师将参与专业发展和研究，以测试专业发展模式的有效性。除了这次测试，还将选出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行之有效的工具进行评估，他们在课堂实践中的变化将通过课堂观察进行评估。教师专业发展对学生学习的影响将通过对州评估数据的分析以及在NAEP和其他标准化测试中选定项目的表现来评估。该项目将为数学教师的专业发展提供一个经过测试的创新模式，以帮助他们应对帮助那些在有理数和整数的核心概念和技能学习中挣扎的学生的关键挑战。可交付成果将包括在线模块、研讨会和专业学习社区工作的材料、新的研究仪器和研究报告。

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.