CAREER: Investigating Middle and Secondary Mathematics Teachers' Transformative Learning of Statistics within Professional Development

这个CAREER项目通过调查教师的统计推理和目标专业发展特征来解决中学数学教师的专业发展问题，这些特征支持教师发展越来越复杂的方法来推理变化。统计变异在统计调查中起着至关重要的作用。该项目将教育和研究活动整合到专业发展计划的设计和实施以及专业发展研究中。该研究解决了三个相互关联的问题：在一个鼓励从多个角度对变化进行推理的专业发展计划中，鼓励困境、批判性反思和理性话语：中学数学教师如何从设计、数据中心和建模的角度来解释差异？困境、批判性反思和理性话语在哪些方面影响教师对变异的推理？教师如何以不同的方式参与困境、批判性反思和理性话语并从中受益？该项目依赖于多个数据源和战略性选择的定性和定量方法的组合来回答三个研究问题。来自两组教师的数据来源包括统计评估、访谈、项目活动录像、反思日志和课堂观察。该项目将研究教师如何在集中教学后对变化进行推理，并通过瞄准专业发展的特征，为在职的中小学数学教师教育贡献知识，这些特征可能支持教师以越来越复杂的方式对变化进行推理。该项目将编制一套连贯的、可分享的教学材料，用于统计入门教育和统计教师教育。

This CAREER project addresses the professional development of middle and secondary mathematics teachers by investigating teachers' statistical reasoning and targeting characteristics of professional development that support teachers' development of increasingly sophisticated ways to reason about variation. Statistical variation plays a critical role throughout statistical investigation.The project integrates educational and research activities in its design and implementation of a professional development program and research on the professional development. The research addresses three interrelated questions: In a professional development program that encourages reasoning about variation from multiple perspectives and that encourages dilemma, critical reflection, and rational discourse: 1. How do middle and secondary mathematics teachers reason about variation from design, data-centric, and modeling perspectives?2. In what ways do dilemma, critical reflection, and rational discourse affect teachers' reasoning about variation?3. How do teachers differently engage with and benefit from dilemma, critical reflection, and rational discourse? The project relies on multiple data sources and strategically chosen combinations of qualitative and quantitative methods to answer the three research questions. Data sources from two cohorts of teachers include statistics assessments, interviews, video-recordings of program activities, reflective journals, and classroom observations. The project will examine how teachers reason about variation subsequent to focused instruction and contribute knowledge to in-service middle and secondary mathematics teacher education by targeting characteristics of professional development that might support teachers' reasoning about variation in increasingly sophisticated ways. The project will produce a coherent collection of shareable instructional materials for use in introductory statistics education and teacher education in statistics.