CAREER: Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes

职业：学习支持中学数学课堂上富有成效的集体论证

• 批准号: 1149436
• 负责人: AnnaMarie Conner
• 金额: $ 53.5万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1149436&HistoricalAwards=false
• 关键词: CAREER; Learning; Support; Productive; Collective

Doing mathematics involves more than simply solving problems; justifying mathematical claims is an important part of doing mathematics. In fact, proving and justifying are central goals of learning mathematics. Recently, the Common Core State Standards for Mathematics has again raised the issue of making and critiquing arguments as a central practice for students studying mathematics. If students are to learn to make and critique arguments within their mathematics classes, teachers must be prepared to support their students in learning to argue appropriately in mathematics. This learning often occurs during class discussions in which arguments are made public for all students in the class. The act of creating arguments together in a classroom is called collective argumentation. Teachers need to be able to support students in productively engaging in collective argumentation, but research has not yet shown how they learn to do so. This project will document how mathematics teachers learn to support their students in engaging in productive collective argumentation. The research team will follow a cohort of participants (college students majoring in mathematics education) through their mathematics education coursework, observing their engagement in collective argumentation and opportunities to learn about supporting collective argumentation. The team will continue to follow the participants into their first two years of teaching, focusing on how their support for collective argumentation evolves over time. During their first two years of teaching, the research team and participants will work together to analyze the participants' support for collective argumentation in order to help the participants develop more effective ways to support collective argumentation.Research has shown that engaging students, including students from underrepresented groups, in appropriately structured reasoning activities, including argumentation, may lead to enhanced learning. This project will provide information about how teachers learn to support collective argumentation and will allow for the development of professional development materials for prospective and practicing teachers that will enhance their support for productive collective argumentation.

做数学不仅仅是解决问题;证明数学主张是做数学的重要组成部分。事实上，证明和证明是学习数学的中心目标。 最近，数学共同核心国家标准再次提出了作为学生学习数学的核心实践的问题。如果学生要学会在数学课上提出和批评论点，教师必须准备好支持学生学习在数学中进行适当的辩论。这种学习经常发生在课堂讨论中，其中的论点是公开的，为所有学生在课堂上。在课堂上一起创造论点的行为被称为集体论证。教师需要能够支持学生富有成效地参与集体辩论，但研究尚未表明他们如何学会这样做。这个项目将记录数学教师如何学习支持他们的学生从事生产性集体论证。研究小组将通过他们的数学教育课程跟踪一批参与者（数学教育专业的大学生），观察他们参与集体论证的情况，并有机会了解支持集体论证的情况。该团队将继续跟踪参与者进入他们的头两年的教学，重点是他们对集体论证的支持如何随着时间的推移而演变。在头两年的教学中，研究团队和参与者将共同分析参与者对集体论证的支持，以帮助参与者制定更有效的支持集体论证的方法。研究表明，让学生（包括来自代表性不足群体的学生）参与适当结构的推理活动，包括论证，可能会提高学习效果。该项目将提供有关教师如何学习支持集体论证的信息，并将为未来和实践教师编制专业发展材料，以加强他们对富有成效的集体论证的支持。