CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction

职业：在基于问题的教学中注意并利用学生的先验知识

• 批准号: 1253081
• 负责人: Gloriana Gonzalez Rivera
• 金额: $ 64.43万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-05-15 至 2019-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1253081&HistoricalAwards=false
• 关键词: CAREER; Noticing; Using; Students; Prior

Advocates of problem-based instruction argue that the approach can help students develop a deeper understanding of mathematics, acquire more positive attitudes toward mathematics, and gain experience with more authentic applications of mathematics. Engaging students in problem-based instruction, however, increases challenges to teachers who must attend to the influence of student prior knowledge and adjust instruction accordingly. The proposed project will develop and study a professional development framework that is designed to help high school geometry teachers attend more carefully to student prior knowledge, interpret the learning implications of student prior knowledge, and adjust teaching practices accordingly. Participating teachers will learn to perform these complex tasks by participating in study groups to analyze animations of productive teaching practices; to collaborate in planning, implementing, and analyzing geometry lessons; and to critique videos of their own classroom instruction. Prior research has shown that collective examination of videos can help teachers increase attention on student thinking, a key to noticing and accommodating student prior knowledge.A key, innovative feature of the professional development framework for this study is the use of animated vignettes of classroom instruction to prepare teachers to examine videos of their own practice. The advantage of using cartoon-based animations of classroom practices is that they can be designed to depict specific teaching actions while excluding the usual distractions in videos, such as physical features, clothing, or individual mannerisms. Also, teachers can develop a critical eye for relevant interactions without feeling the need to be overly polite when discussing fictional scenarios portrayed by cartoon characters. This preliminary practice will also enable teachers to develop a common language about noticing and responding to student prior knowledge before critiquing videos of their own classroom practices.This project advances knowledge of professional development experiences that help teachers notice and take into account the prior knowledge that students bring to the classroom. Results from studying the effects of coupling analysis of animated vignettes of classroom practices with critiquing videos on one's own classroom practices have the potential to significantly enhance professional development practices among mathematics teachers, as well as teachers in general. Results from the project will be broadly disseminated via conference presentations, articles in diverse media outlets, and a project website that will make project products available, be a location for information about the project for the press and the public, and be a tool to foster teacher-to-teacher communication. The results of this study, as well as the protocols and instruments developed during the research project, will inform and support the researcher's own efforts to better understand and improve teacher learning. The education plan of the researcher focuses on translating the outcomes of this study to the practices of preservice teacher education by connecting instructional decision-making more explicitly to research on student learning, thereby promoting learning trajectory based instruction.

基于问题的教学的倡导者认为，这种方法可以帮助学生加深对数学的理解，获得对数学的更积极的态度，并获得更真实的数学应用经验。然而，让学生参与以问题为基础的教学增加了教师的挑战，他们必须注意到学生先前知识的影响，并相应地调整教学。这项拟议的项目将开发和研究一个专业发展框架，旨在帮助高中几何教师更仔细地关注学生的先前知识，解释学生先前知识的学习含义，并相应地调整教学实践。参与的教师将通过参加学习小组来学习执行这些复杂的任务，以分析富有成效的教学实践的动画；在计划、实施和分析几何课程方面进行合作；以及对他们自己的课堂教学视频进行评论。先前的研究表明，集体观看视频可以帮助教师提高对学生思维的关注，这是注意和适应学生先前知识的关键。这项研究的专业发展框架的一个关键、创新的特点是使用课堂教学的动画片段来准备教师检查他们自己实践的视频。使用基于卡通的课堂练习动画的优势在于，它们可以被设计为描述特定的教学行为，同时排除视频中常见的分心因素，如身体特征、服装或个人举止。此外，教师还可以培养对相关互动的批判性眼光，而不会觉得在讨论卡通人物描绘的虚构场景时需要过于礼貌。这一初步实践还将使教师在批评自己的课堂实践视频之前，能够发展一种共同的语言，即注意并回应学生的先前知识。这个项目促进了专业发展经验的知识，帮助教师注意并考虑到学生带到课堂上的先前知识。对课堂实践的动画片段和批评视频对自己的课堂实践进行耦合分析的研究结果，有可能显著提高数学教师以及一般教师的专业发展实践。该项目的成果将通过会议发言、在不同媒体上发表的文章和一个项目网站广泛传播，该网站将提供项目产品，为媒体和公众提供关于该项目的信息，并成为促进教师与教师交流的工具。这项研究的结果，以及在研究项目期间开发的方案和工具，将为研究人员自己更好地理解和改进教师学习提供信息和支持。研究人员的教育计划致力于将本研究的结果转化为职前教师教育的实践，将教学决策与学生学习研究更明确地联系起来，从而促进基于学习轨迹的教学。