Student Mathematics Learning Through Self-Explanation, Peer Tutoring and Digital Media Production

这个探索性的研究和开发项目让高中生担任学生导师，他们制作屏幕捕捉视频，演示数学问题的分步解决方案，并说明交互式小程序的使用。该项目有三个发展目标（创建媒体的模型，与教师合作的模型，以及对课程研究模型的增强）和三个研究目标（测试关于学生变化的假设，分析教师和学生重新配置的角色，并推进个性化学习社区的理论）。该项目测试学生导师的数学和沟通技能是否在制作视频材料的过程中得到提高。它还测试了视频的教师和学生用户是否从中受益。此外，本项目还将研究制作和传播视频的过程是否具有可复制性和可扩展性。本项目使用设计研究方法以及形成性和总结性评估来实现研究和开发目标。研究人员提出了一系列深思熟虑的研究问题，并计划使用各种研究方法收集和分析数据来回答这些问题。该项目具有潜在的变革性。技术的进步为改善学生的学习带来了机遇和挑战。该项目建立在强大的理论和经验基础以及先前的工作基础上，充分利用了使用21世纪技术进行辅导的机会-将屏幕捕捉视频与学生提供的辅导模式相结合。该项目将有助于了解教师和学生导师如何通过参与数字媒体制作来改变和发挥创造力。研究结果将至少在三个层面上产生更广泛的影响：（1）学生创作的视频将有助于其他学生的学习;（2）让学生参与制作视频的研究不仅有助于我们了解如何有效地使用技术，还有助于我们了解培养学生生成性思维和创造力的机制;以及（3）本项目可以提供关于如何将21世纪的技术整合到常规课堂的见解。

This exploratory research and development project engages high-school students as student-tutors who create screen-capture videos that demonstrate step-by-step solutions to mathematical problems and explicate the use of interactive applets. The project has three development goals (a model for creating the media, a model for collaboration with teachers, and enhancements to a Lesson Study model) and three research goals (to test conjectures about student change, to analyze reconfigured roles for teachers and students, and to advance a theory of personalized learning communities.) The project tests whether the mathematical and communication skills of student-tutors improve in the process of making the video materials. It also tests whether teachers and the student users of the videos benefit from them. Further, the project will examine whether the process of creating and disseminating the videos is replicable and scalable.The project uses design research methods as well as both formative and summative evaluations to achieve the research and development goals. The investigators pose a series of thoughtful research questions and plan to use a variety of research methods to collect and analyze data to answer them. The project is potentially transformative. The advances in technology present opportunities and challenges for improving student learning. Built on strong theoretical and empirical foundations and prior work, the project takes full advantages of the opportunities of tutoring using 21st-century technologies - marrying screen-capture video with a model of student-delivered tutoring. The project will contribute to an understanding of how teachers and student-tutors change and exercise creativity through participating in digital media production. The findings of the project will have broader impact in at least three dimensions: (1) The videos created by students will be helpful for other students' learning; (2) The research on engaging students in creating videos can not only help us understand the effective use of technology, but also help us understand the mechanism for developing students' generative thinking and creativity; and (3) This project can provide insights about how to integrate 21st-Century technology into regular classrooms.