Elementary Preservice Teachers Mathematics Project Phase II: Developing Faculty Expertise

波士顿大学小学学前教师数学项目(EMP)第二阶段是在美国国家科学基金会资助的EMP项目(CCLI2009-0837349-2011年)成果的基础上进行的，并正在扩展该项目，为正在与本科生一起使用EMP材料的教师提供更好的教学支持。本项目有三个目标：研究EMP教学单元(分数、数论和几何测量)在建立职前教师数学知识方面的可行性和由此产生的影响；为教师开发配套的多媒体辅助材料，侧重于如何使用话语和论点来构建学生的知识；以及从教师的能力方面调查多媒体支持材料的前景，以帮助教师理解用于教学的数学内容。正在为教师编写多媒体支持材料(视频剪辑、互动演示、基于网络的资源)，以支持讨论/论证教学方法。该项目采用了一种研究设计，比较了20多所不同机构的教职员工和职前教师群体在构建本科生数学教学知识方面的效果。不同的组正在访问包含或不包含多媒体资源的教师支持材料。该项目采用以研究为基础的设计，并建立在先前工作的基础上。该课程将有关职前小学教师的信念、态度和数学背景的知识与对K-5公共数学教育需求的理解结合在一起。该项目有助于对专业内容知识和话语在学前初级教学课程中的作用进行理论和研究。最后，提出了支持教师为基础教育职前教师讲授数学课程的创新模式和教材。该项目将通过为教师准备计划提供材料并支持教职员工帮助他们按设计实施材料来促进数学教育的改善。研究成果将有助于不断增长的关于小学教师数学准备的知识体系。该项目为许多负责培养小学教师(例如，数学家和教师教育工作者)的教职员工提供了广泛的创新教学材料和如何最好地使用它们的指导。

The Boston University Elementary Preservice Teachers Mathematics (EMP) Project Phase II builds on the outcomes of the NSF funded EMP project (CCLI #0837349, 2009-2011) and is extending the project to provide enhanced pedagogical support for faculty who are using the EMP materials with undergraduates. Five instructional units (30 lessons) for use in undergraduate mathematics content courses for elementary teachers were developed, tested and revised in Phase I. The present project has three goals: to investigate the feasibility of implementing and the resultant impact of three of the EMP instructional units (fractions, number theory and geometric measurement) in building pre-service teachers' knowledge of mathematics; to develop accompanying multimedia-based support materials for instructors focused on how to use discourse and arguments to build students' knowledge; and to investigate the promise of the multimedia support materials in terms of instructors' abilities to assist PSTs in understanding mathematics content for teaching. Multi-media support materials for faculty (video clips, interactive presentations, web-based resources) that support a discourse/argumentation approach to teaching are being developed. The project is employing a research design that compares groups of faculty and PSTs (Preservice Teachers) at over 20 different institutions on the effects of the three modules with respect to building undergraduates' mathematical content knowledge for teaching. Different groups are accessing the instructor support materials that either do or do not include the multi-media resources. The project is using a research-based design and builds on prior work. It integrates the knowledge about the beliefs, attitudes, and mathematical backgrounds of preservice elementary teachers with an understanding of the needs of K-5 public education in mathematics. The project contributes to theory and research on the role of specialized content knowledge and discourse in preservice elementary content courses. Finally, it produces an innovative model and materials to support faculty in teaching mathematics courses for elementary education preservice teachers. The project will contribute to the improvement of mathematics education by providing materials for teacher preparation programs and by supporting faculty members to help them implement the materials as designed. The research outcomes will contribute to the growing body of knowledge about the mathematical preparation of elementary school teachers. This project provides many faculty members responsible for preparing elementary teachers (e.g., mathematicians and teacher educators) with access to a wide array of innovative instructional materials and directions on how best to use them.