The Design of Research-in-Instruction Laboratories (RI-Labs) as a Foundation for Transforming Education Research and Professional Education

研究教学实验室 (RI-Lab) 模式类似于医学院的外科手术室，旨在使数学家、教育研究人员、经验丰富的新教师和职前教师团队能够看到并能够研究专家的数学教学。 RI-Lab 旨在作为教学实践和跨学科研究实践的孵化器。研究人员开发了基础数学实验室（EML），并且在其他地方复制该策略也取得了不同程度的成功。该 EAGER 项目正在详细阐述和详细说明 RI-Labs 的设计，以支持小学和中学数学教学的结构化实验工作。研究人员正在创建和研究中学数学实验室 (SML)，作为 EML 模型的产物，更准确地阐明 RI-Labs 的更大定义所产生的研究、协作和学习，努力明确 RI-Labs 模型的重要特征，假设一旦明确，该模型将有潜力实现高回报研究，从而大规模改变教育研究。该研究包括描述实验室与教学干预是什么、如何研究以及谁研究相关的特征。正在解决四个研究问题：1）不同群体的参与者如何以及为何使用实验室课程？ 2) 使教学要素对观察者可见并可供学习/研究涉及哪些工作？ 3) 不同参与者群体的公众参与教学的可供性和挑战是什么？ 4) RI-Lab 设计提供了哪些学习机会？该项目创造的新知识正在与 NSF 数学和科学合作伙伴关系以及 DRK-12 社区和公众共享。如果成功，该项目的最终影响将是提供一个清晰的模型，可以复制该模型以推进教育研究的新范式。

The Research-in-Instruction Lab (RI-Lab) model is an analogue of the surgical theater in medical schools and is intended to make expert mathematics teaching visible to and able to be studied by teams of mathematicians, education researchers, experienced and new teachers, and pre-service teachers. The RI-Lab is designed to serve as an incubator for instructional practice and interdisciplinary research into practice. The investigators have developed elementary mathematics labs (EMLs) and replication of the strategy in other locations has seen varying success. This EAGER project is elaborating and specifying the design of RI-Labs to support structured experimental work on instruction in mathematics at the elementary and secondary levels. The researchers are creating and studying secondary mathematics labs (SMLs) as an outgrowth of the EML model, articulating more precisely the research, collaboration, and learning that the larger definition of RI-Labs engender, in an effort to specify the important features of the RI-Labs model, under the hypothesis that once specified, this model will have the potential to enable high-payoff research that could transform education research on a large scale. The study consists of characterizing features of the labs in relation to what the instructional intervention is, how it is studied, and who studies it. Four research questions are being addressed: 1) How and why do different groups of participants use the laboratory class? 2) What work is involved in making elements of teaching visible to and learnable/study-able by observers? 3) What are the affordances and challenges of public engagement with teaching across different groups of participants? 4) What learning opportunities are afforded by an RI-Lab design? New knowledge created by this project is being shared with the NSF Math and Science Partnership and DRK-12 communities and with the public. The ultimate impact of the project, if successful, will be to provide a well-articulated model that can be replicated to advance a new paradigm in education research.