Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation Throughout the School Year

准备城市中年级数学教师在整个学年教授论证

• 批准号: 1417895
• 负责人: Jennifer Knudsen
• 金额: $ 299.97万
• 依托单位: SRI International
• 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: 2014-06-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1417895&HistoricalAwards=false
• 关键词: Preparing; Urban; Middle; Grades; Mathematics

The project is an important study that builds prior research to bring a comprehensive implementation of reform mathematics instruction focused on mathematical argumentation to an urban school district. The objective of this full research and development project is to develop resources, models, and tools (RMTs) that help inservice middle grades mathematics teachers support mathematical argumentation throughout the school year. Mathematical argumentation, the construction and critique of mathematical conjectures and justifications, is a fundamental disciplinary practice in mathematics that students often never master. Building on a proof of concept of the project's approach in short curriculum units from two prior NSF-funded studies, this project expands the model to help teachers support mathematical argumentation all year. A coherent, portable, yearlong professional development program on mathematical argumentation has the potential to increase access to mathematical argumentation for students nationwide and, in particular, to address the needs of teachers and students in urban areas. Demonstrating this program in the nation's capital likely attracts broad interest and produces important knowledge about how to implement mathematical practices in urban settings. Increasing mathematical argumentation in schools has the potential for dramatic contributions to students' achievement and participation in 21st century workplaces.Mathematical argumentation is rich discussion in which students take on mathematical authority and co-construct conjectures and justifications. For many teachers, supporting such discourse is challenging; many are most comfortable with Initiate-Respond-Evaluate types of practices and/or have insufficient content understanding. The professional development trains teachers to be disciplined improvisers -- professionals with a toolkit of tools, knowledge, and practices to be deployed creatively and responsively as mathematical argumentation unfolds. This discipline includes establishing classroom norms and planning lessons for argumentation. The model's theory of action has four design principles: provide the toolkit, use simulations of the classroom to practice improvising, support learning of key content, and provide job-embedded, technology-enabled supports for using new practices all year. Three yearlong studies will address design, feasibility, and promise. In Study 1 the team co-designs the RMTs with District of Columbia Public Schools staff. Study 2 is a feasibility study to examine program implementation, identify barriers and facilitators, and inform improvements. Study 3 is a quasi-experimental pilot to test the promise for achieving intended outcomes: expanding teachers' content knowledge and support of mathematical argumentation, and increasing students' mathematical argumentation in the classroom and spoken argumentation proficiency. The studies will result in a yearlong professional development program with documentation of the theory of action, design decisions, pilot data, and instrument technical qualities.

本课题是为在城市学区全面实施以数学论证为中心的数学教学改革而进行的前期研究的重要课题。这个完整的研究和开发项目的目标是开发资源，模型和工具（RMTs），帮助在职中年级数学教师支持整个学年的数学论证。数学论证是对数学命题和论证的建构和批判，是数学中一个基本的学科实践，学生往往无法掌握。该项目以之前两项NSF资助的研究中短期课程单元的项目方法概念验证为基础，扩展了该模型，以帮助教师全年支持数学论证。一个连贯的、便携式的、为期一年的数学论证专业发展方案有可能增加全国学生获得数学论证的机会，特别是解决城市地区教师和学生的需求。在国家首都展示这一计划可能会吸引广泛的兴趣，并产生有关如何在城市环境中实施数学实践的重要知识。在学校中增加数学论证对学生的成就和21世纪世纪工作场所的参与有着巨大的贡献。数学论证是学生承担数学权威并共同构建命题和论证的丰富讨论。对许多教师来说，支持这样的话语是具有挑战性的;许多人最喜欢发起-回应-评估类型的实践和/或对内容的理解不足。专业发展训练教师成为有纪律的即兴发挥者--拥有工具包、知识和实践的专业人员，随着数学论证的展开，他们可以创造性地、积极地部署。这一学科包括建立课堂规范和规划课程的论证。该模型的行动理论有四个设计原则：提供工具包，使用课堂模拟来练习即兴表演，支持学习关键内容，并为全年使用新实践提供工作嵌入式技术支持。为期三年的研究将涉及设计，可行性和承诺。在研究1中，该团队与哥伦比亚特区公立学校的工作人员共同设计了RMT。研究2是一项可行性研究，旨在检查计划的实施情况，确定障碍和促进因素，并为改进提供信息。研究3是一个准实验性的试点，以检验实现预期结果的承诺：扩大教师的内容知识和支持的数学论证，提高学生的数学论证在课堂上和口语的水平。这些研究将产生一个为期一年的专业发展计划，包括行动理论，设计决策，试点数据和仪器技术质量的文件。