Collaborative Research: Preparing to Teach Algebra: A Study of Teacher Education

合作研究：代数教学准备：教师教育研究

• 批准号: 1109256
• 负责人: Sharon Senk
• 金额: $ 43.98万
• 依托单位: Michigan State University
• 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: 2011-08-01 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109256&HistoricalAwards=false
• 关键词: Collaborative; Research; Preparing; Teach; Algebra

This project is to study how secondary mathematics teacher preparation programs provide preservice teachers opportunities to develop knowledge for teaching algebra and address algebra expectations in state-level policies and their relatinship to the Common Core State Standards for mathematics (CCSSM). It is designed to answer two important research questions: (1) What opportunities do secondary mathematics teacher preparation programs provide to learn about algebra, algebra teaching, and issues in achieving equity in algebra learning? And (2) In what ways do secondary mathematics teacher preparation programs address the algebra, functions, and modeling standards and mathematical practices described in the Common Core State Standards for Mathematics (CCSSM)? Mixed-methods will be employed in this research project, including developing, piloting, refining, and administering data collection instruments and protocols for a web-based large-scale national program survey, case studies of teacher preparation programs, and focus group interviews with student teachers. This project focuses on algebra, an important topic in mathematics education that has been described as both fundamental to learning advanced mathematics and a gatekeeper for success There is no national survey about pre-service teachers' opportunities to develop knowledge for teaching algebra in the literature, therefore, this project will fill a gap in the literature. This project addresses critical issues with national significance about teacher preparation. In particular, this proposed project is well-positioned and needed to address issues raised by the National Research Council and in the PCAST Reports about the need for information related to the content of teacher education programs and the need for teachers with strong content and pedagogical knowledge for teaching algebra. This project will address the Common Core State Standards for Mathematics (CCSSM) by examining how closely aligned the current national teacher preparation programs are with the CCSSM. The findings shall have broad policy implications regarding teacher preparation.

该项目旨在研究中学数学教师培训计划如何为职前教师提供发展代数教学知识的机会，并满足州级政策中的代数期望及其与数学共同核心国家标准（CCSSM）的关系。它旨在回答两个重要的研究问题：（1）中学数学教师准备课程提供哪些机会来学习代数、代数教学以及实现代数学习公平的问题？ (2) 中学数学教师准备课程如何解决共同核心数学国家标准 (CCSSM) 中描述的代数、函数、建模标准和数学实践？该研究项目将采用混合方法，包括开发、试点、完善和管理数据收集工具和协议，用于基于网络的大规模国家计划调查、教师培训计划的案例研究以及对实习教师的焦点小组访谈。 该项目的重点是代数，这是数学教育中的一个重要主题，被描述为学习高等数学的基础和成功的守门人。文献中没有关于职前教师发展代数教学知识的机会的全国性调查，因此，该项目将填补文献中的空白。 该项目解决了有关教师准备的具有全国意义的关键问题。 特别是，该拟议项目定位良好，需要解决国家研究委员会和 PCAST​​ 报告中提出的问题，即需要与教师教育计划内容相关的信息，以及需要具有丰富的代数教学内容和教学知识的教师。 该项目将通过检查当前国家教师培训计划与 CCSSM 的一致性程度来解决共同核心数学国家标准 (CCSSM)。 研究结果将对教师培训产生广泛的政策影响。