CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving

职业：L-MAP：职前中学教师的数学论证与证明知识

• 批准号: 1350802
• 负责人: Marta Magiera
• 金额: $ 79.19万
• 依托单位: Marquette University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-15 至 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1350802&HistoricalAwards=false
• 关键词: CAREER; MAP; Pre; service; Middle

The field of mathematics teacher education needs a strong understanding of pre-service teachers' knowledge about the practice of mathematical argumentation and proof, including the development of this knowledge, to effectively move pre-service teachers toward a more sophisticated understanding and enactment of this practice with their own students. The integrated research and educational activities will contribute to the knowledge base teacher education programs need to effectively prepare middle school teachers for meeting the challenges of how to make reasoning and proof an integral aspect of instructional practice. The research results have the potential to guide teacher educators and educational researchers concerned with strengthening pre-service teachers' ability to make reasoning and proving an integral aspect of school mathematics. Consequently, pre-service teachers will be better equipped to develop mathematical reasoning skills in their future students and to support their students in learning mathematics with understanding. Given this country's growing need for a competent STEM workforce, helping all students learn mathematics in a way that supports deeper understanding is a priority. Additionally, the support of early CAREER scholars in mathematics education will add to the capacity of the country to address issues in mathematics education in the future.The objective of this program of research is to examine how middle school pre-service teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs. The project explores the research question: What conceptions of mathematical reasoning and proving do middle school preservice teachers hold in situations that foster reasoning about change, proportionality, and proportional relationships, as they enter their mathematics course sequence in their teacher preparation program, and how do these conceptions evolve throughout the program? This development will be studied along three dimensions: (a) pre-service teachers' own ability to formulate mathematical arguments, (b) their ability to analyze mathematical arguments, and (c) their ability to analyze situations that engage students in mathematical argumentation and proving. Cross-sectional and longitudinal studies of 60 pre-service teachers' models, or systems of interpretation, of mathematical argumentation and proof in curricular context that foster reasoning about change, proportionality and proportional relationships will be conducted to provide an understanding of the trajectory that captures how pre-service teachers develop their knowledge of mathematical argumentation and proving throughout their university mathematics preparation program and into their student teaching.

数学教师教育领域需要对职前教师关于数学论证和证明实践的知识有很强的理解，包括这种知识的发展，以有效地使职前教师与自己的学生一起更深入地理解和实施这种实践。综合研究和教育活动将有助于知识基础教师教育计划需要有效地准备中学教师迎接如何使推理和证明教学实践的一个组成部分的挑战。研究结果有可能指导教师教育工作者和教育研究人员加强职前教师的能力，使推理和证明学校数学的一个组成部分。因此，职前教师将更好地装备发展数学推理技能，在他们未来的学生，并支持他们的学生在学习数学的理解。鉴于这个国家对合格的STEM劳动力的需求日益增长，帮助所有学生以支持更深入理解的方式学习数学是一个优先事项。此外，早期职业学者在数学教育的支持将增加国家的能力，以解决问题的数学教育在future.本研究计划的目标是检查如何中学职前教师的数学论证和证明的知识在教师准备计划的发展。该项目探讨的研究问题：什么样的数学推理和证明的概念做中学数学教师持有的情况下，促进推理的变化，比例和比例关系，因为他们进入他们的数学课程序列在他们的教师准备计划，以及如何这些概念在整个程序的演变？这种发展将被研究沿着三个方面：（一）职前教师自己的能力，制定数学的论点，（B）他们的能力，分析数学的论点，（c）他们的能力，分析的情况下，从事学生的数学论证和证明。对60名职前教师的模型或解释系统进行了横截面和纵向研究，这些模型或解释系统是在课程背景下促进对变化的推理的数学论证和证明，比例和比例关系将进行，以提供一个了解的轨迹，捕捉如何预先，服务教师发展他们的数学论证和证明的知识，通过他们的大学数学准备计划，并进入他们的学生教学。