Investigating Simulations of Teaching Practice: Assessing Readiness to Teach Elementary Mathematics

研究教学实践的模拟：评估小学数学教学的准备情况

• 批准号: 1316571
• 负责人: Tim Boerst
• 金额: $ 44.98万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1316571&HistoricalAwards=false
• 关键词: Investigating; Simulations; Teaching; Practice; Assessing

AbstractThe PI argues cogently that assessment of pre-service teacher preparedness to teach is based on a flawed model. The goal then is to use a simulation model from other professional arenas: the training of doctors, nurses, etc., to offer new insights and control for the many variables that come to play when conducting evaluations in practice. These might include classroom context, the difficulty of the mathematics being deployed, etc. To do this the PI will develop three assessments that vary in the simulation scenario. In the context of developing and validating these assessments, the PI will examine:1. What do we learn about the nature of pre-service teachers skills at eliciting and interpreting students thinking and their mathematical knowledge for teaching (MKT) in use through assessments that simulate teaching practice? How does their performance correspond with eliciting and interpreting students mathematical thinking in classroom contexts?2. How does the nature of pre-service teachers skills at eliciting and interpreting students thinking and mathematical knowledge vary in relation to different simulation scenarios? Are some simulation scenarios easier than other simulation scenarios?3. What are the challenges of designing alternative versions of a particular simulation assessment?

摘要PI令人信服地认为，评估职前教师教学准备是基于一个有缺陷的模型。 然后，目标是使用来自其他专业领域的模拟模型：医生，护士等的培训，提供新的见解和控制的许多变量来发挥作用时，进行评估的实践。这些可能包括课堂环境，数学部署的难度等，要做到这一点，PI将开发三个评估，在模拟场景中有所不同。在开发和验证这些评估的背景下，PI将检查：1.通过模拟教学实践的评估，我们了解了职前教师在引发和解释学生思维及其教学数学知识（MKT）方面的技能的本质？他们的表现如何对应于在课堂上引发和解释学生的数学思维？2.职前教师在引发和解释学生思维和数学知识方面的技能的性质如何随不同的模拟情景而变化？某些模拟场景是否比其他模拟场景更容易？3.设计特定模拟评估的替代版本有哪些挑战？