Electronic Communities for Mathematics Instruction (e-CMI)

这个为期2年的探索性项目，数学教学电子社区（eCMI），由教育发展中心（EDC）与高级研究所和帕克城数学研究所（PCMI）合作设计和进行。它建立在EDC的成功经验，在过去十二年的设计和实施的暑期计划，中学数学教师在PCMI。它解决了中学数学教师专业发展领域的以下两个需求：增加内容知识和对数学共同核心国家标准的理解;调查和开发替代模型，以进行符合建议的变革性、基于内容的专业发展MET-II报告。为了满足寻找负担得起的、有效的专业发展模式的需要，特别是考虑到帮助教师理解共同核心的意义这一艰巨任务，eCMI项目将围绕以下两个问题设计和进行研究，并试行专业发展设计：（1）如何构建工具、经验和促进，以建立一个真实而充满活力的多地点学习者社区？(2)中学教师参与电子数学教学，在何种程度上及以何种方式增加了他们的数学知识，特别是数学思维习惯的知识和运用？长期目标是使eCMI发展成为一个共同的大规模国家专业发展计划，帮助中学教师实施共同核心，特别关注数学实践标准。为了创造一个调查上述两个问题的背景，eCMI将开发和试点一个混合计划，使用在线和本地数学促进课程，重点是加深数学知识，使用共同核心作为蓝图。项目组将完善和扩展？电子桌这是PCMI在过去几年中发展起来的一个概念，在这个概念中，不同地点的教师通过先进的电子会议技术与主持人一起工作。 数学课程将包括九个三小时的课程在学年期间在线进行。每节课都将整合具有挑战性的数学内容，精心设计并专注于通过解决问题来培养数学思维习惯，并有明确的机会要求教师反思这些经验对他们的学习和信仰的影响。教师将被要求在两次会议之间花时间在更深入的在线讨论中，分享对反思性提示的回应，并相互回应？的提示。会议将在5或6名与会者的会议桌上举行，会议桌负责人会议将在同一地点现场举行，并以电子方式与其他地点连接。表领导者将是教师或大学教师经验丰富的交付以下风格：严重的和具有挑战性的数学是基于问题的经验驱动。项目小组将收集教师对数学本质的信念和他们处理数学的策略的资料。 中学数学教师实施数学实践标准需要有丰富的数学实践经验。 包括PCMI在内的几个专业发展项目已经能够提供这样的经验，但成本和劳动力都很昂贵。eCMI将采用经过验证的PCMI设计，该设计使用精心设计的问题集，其中重要的数学结果来自对数值和几何实验的反思，以融合在线和面对面平台的方式，有可能增加程序的数量级。该探索性项目通过试点和研究方案，将与15-30名中学数学教师合作，为扩大这一规模奠定基础。研究结果将告知该领域的方式，教师可以通过使用在线媒体与当地的便利配对提供真正的数学经验。

This 2-year Exploratory project, Electronic Communities for Mathematics Instruction (eCMI), is designed and conducted by the Education Development Center (EDC) in collaboration with the Institute for Advanced Study and the Park City Mathematics Institute (PCMI). It builds on EDC's successful experience over the last twelve years with the design and implementation of the summer program for secondary mathematics teachers at PCMI. It addresses the following two needs in the field of professional development for secondary mathematics teachers: increase content knowledge and understanding of the Common Core State Standards for Mathematics; and investigate and develop alternative models to conduct transformative, content-based professional development that meets the recommendations of the MET-II report. Addressing the need to find affordable, effective professional development models, particularly given the enormous task of helping teachers understand the implications of the Common Core, the project eCMI will design and conduct a research study and pilot a professional development design, centering on the following two questions: (1) How can tools, experiences, and facilitation be structured in order to build an authentic and vibrant multisite community of learners? (2) To what extent and in what ways does participation in eCMI lead to increases in secondary teachers' knowledge of mathematics, particularly the knowledge and use of mathematical habits of mind? The long-term goal is for eCMI to evolve into a common large-scale national professional development program that helps secondary teachers implement the Common Core, with special focus on the Standards for Mathematical Practice. To create a context for investigating the two questions above, eCMI will develop and pilot a blended program using online and local mathematics facilitation in a course focused on deepening knowledge of mathematics using the Common Core as a blueprint. The project team will refine and extend the ?e-table? concept, developed over the past few years at PCMI, in which teachers in different sites work together with a facilitator via sophisticated electronic conferencing technology. The mathematics course will consist of nine three-hour sessions conducted online on during the academic year. Each session will integrate challenging mathematics content, carefully designed and focused on developing mathematical habits of mind through problem solving, with explicit opportunities that ask teachers to reflect on the implications of these experiences for their learning and beliefs. Teachers will be asked to spend time between sessions in deeper discussions online by sharing responses to reflective prompts and responding to each other?s prompts. Sessions will be delivered to tables of five or six participants and a table leader meeting live at the same site and connected electronically to other sites. Table leaders will be teachers or university faculty experienced with the following style of delivery: serious and challenging mathematics that is driven by problem-based experience. The project team will collect information on teachers' beliefs about the nature of mathematics and their strategies for approaching mathematics. Secondary teachers who immplement the standards for mathematical practice require extensive experiences in the practice of mathematics. Several professional development programs, including PCMI, have been able to provide such experiences but they are expensive in cost and labor. eCMI will adapt the proven PCMI design, one that uses carefully designed problem sets in which significant mathematical results emerge from reflection on numerical and geometric experiments, to blend online and face-to-face platforms in a way that has the potential to increase the reach of the program by orders of magnitude. The exploratory project, through pilot and research programs, will lay the foundation for such a scale up by working with 15-30 secondary mathematics teachers. Results of the research will inform the field about ways in which teachers can be provided with genuine mathematical experiences through the use of online media paired with local facilitation.