Teaching Teachers: Developing Faculty Expertise in Supporting Preservice Elementary Teachers' Development of Mathematics Knowledge for Teaching

教学教师：发展教师专业知识，支持职前小学教师发展数学教学知识

• 批准号: 1044143
• 负责人: Alison Castro Superfine
• 金额: $ 17.98万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-06-15 至 2014-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1044143&HistoricalAwards=false
• 关键词: Teaching; Teachers; Developing; Faculty; Expertise

This project aims to: develop a collection of videocases and other teaching and learning materials to be used in professional development workshops for mathematics faculty who are responsible for teaching preservice elementary teachers (PSTs); evaluate the impact of these materials on both faculty participants and their students; enable mathematics faculty, who teach content courses for PSTs, to develop expertise in supporting PSTs' development of mathematics knowledge needed for teaching; and articulate the nature of specialized content knowledge mathematics teacher educators need to support PSTs' development of mathematics knowledge required for teaching. Preservice mathematics coursework often fails to adequately prepare PSTs for the work of teaching. The coursework frequently focuses on the learning of content giving limited attention to how such knowledge is used in teaching practice, while providing relatively few experiences in applying PSTs' knowledge to analyze solution strategies or appraise mathematical explanations. In addition, mathematics faculty who teach content need to understand how to create opportunities for PSTs to learn mathematics in ways needed for teaching, a view of teaching and learning with which they are often unfamiliar.

该项目旨在：开发一个视频案例和其他教学和学习材料的集合，用于专业发展研讨会的数学教师谁是负责教学初级教师（PST）;评估这些材料对教师参与者和他们的学生的影响;使数学教师，谁教内容课程的PST，发展专门知识，支持小学教师发展教学所需的数学知识;阐明数学教师教育工作者需要支持小学教师发展教学所需的数学知识的专门内容知识的性质。 职前数学课程往往未能充分准备PST的教学工作。课程工作往往侧重于内容的学习，很少关注这些知识如何在教学实践中使用，而在应用PST的知识来分析解决方案策略或评价数学解释方面提供的经验相对较少。此外，数学教师谁教的内容需要了解如何创造机会的PST学习数学的方式需要教学，教学和学习的观点，他们往往是陌生的。