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

摘要该报告有力地论证了职前教师教学准备评估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，为在实践中进行评估时发挥作用的许多变量提供新的见解和控制。这些因素可能包括课堂环境、运用数学的难度等。为此，PI将在模拟场景中开发三种不同的评估。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，我们了解到职前教师在引导和解释学生思维和他们的数学知识用于教学（MKT）方面的技能的本质是什么？他们的表现如何与在课堂环境中引出和解释学生的数学思维相对应？职前教师在引出和解释学生思维和数学知识方面的技能在不同的模拟场景中有何不同？是否有些模拟场景比其他模拟场景更简单？设计特定模拟评估的替代版本的挑战是什么？

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?