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Preparing to Teach Mathematics with Technology: Expanding, Transforming, & Building Community [PTMT-ETC]

准备用技术教授数学：扩展、转变、

基本信息

批准号：
1123001
负责人：
Hollylynne Lee
金额：
$ 49.99万
依托单位：
North Carolina State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2011
资助国家：
美国
起止时间：
2011-09-01 至 2017-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1123001&HistoricalAwards=false
关键词：
Preparing Teach Mathematics Technology Expanding

项目摘要

This project is creating teaching materials, implementing new teaching strategies, and developing undergraduate faculty expertise - all in service of preparing prospective secondary and middle school mathematics teachers to use technology effectively in their classrooms. Building on previous work to integrate preservice teachers' learning of mathematics, technology, and pedagogy in the areas of data analysis and probability (DAP) and geometry (GEO), the project investigators are well-situated to develop materials focused on algebra. Tools being used include graphing calculators, computer algebra systems, spreadsheets, dynamic programs for geometry, and dynamic statistical packages. The intellectual merit of this project lies in its recognition that while prospective mathematics teachers may have some experience in K-12 or college-level mathematics courses that employ reform-oriented pedagogy and use technology, such use of technology in their own mathematical learning is often insufficient to understand implications for teaching with these tools. Hence, the investigators are putting into place a systematic program through which preservice teachers can develop an understanding of teaching and learning that goes beyond specific technology tools. Indeed, this model for developing teacher knowledge has the potential to transform preservice teacher programs. The project is exercising broader impacts by intentionally fostering a community of faculty responsible for teaching preservice courses who are helping to test materials and implement the approaches at a variety of different institutions. Moreover, algebraic ideas are found throughout middle and high school mathematics curriculum, and courses in algebra often serve as a gatekeeper for many STEM-related careers. Thus improved algebra learning has downstream payoffs for all students who are pursuing STEM fields of study.

该项目正在创建教材，实施新的教学策略，并发展本科教师的专业知识-所有这些都是为了帮助未来的中学和中学数学教师在课堂上有效地使用技术。在以前的工作的基础上，整合数据分析和概率（DAP）和几何（GEO）领域的数学，技术和教学法的教师的学习，项目调查人员处于有利地位，以开发侧重于代数的材料。正在使用的工具包括图形计算器，计算机代数系统，电子表格，动态几何程序，动态统计软件包。这个项目的智力价值在于它的认识，而未来的数学教师可能有一些经验，在K-12或大学水平的数学课程，采用改革为导向的教学法和使用技术，这种使用技术在自己的数学学习往往是不够的理解与这些工具教学的影响。因此，研究人员正在实施一个系统的计划，通过这个计划，教师可以发展对教学和学习的理解，而不仅仅是特定的技术工具。事实上，这种发展教师知识的模式有可能改变在职教师计划。该项目正在发挥更广泛的影响，有意培养一个负责教授道德操守课程的教师社区，他们正在帮助测试材料并在各种不同的机构实施这些方法。此外，代数思想贯穿于初中和高中数学课程，代数课程通常是许多STEM相关职业的守门人。因此，改进的代数学习对所有追求STEM研究领域的学生都有下游回报。