COLLABORATIVE RESEARCH: Project TECHNO: TECHnology-Centered Mathematical NOticing

在国家科学基金会改善本科生STEM教育(IUSE)计划的资助下，该项目将满足全国对小学高质量数学教学的需求。特别是，该项目将是一项研究和教材开发工作，旨在帮助未来的小学教师在算术和早期代数思维领域发展因材施教的技能和做法。这些响应性的教学实践被称为(对儿童数学思维的)专业注意，由三个相互关联的部分组成：(I)观察和注意儿童的数学动作和单词，(Ii)根据特定的发展进程解释这些动作和单词，以及(Iii)做出适当的教学或诊断决定。来自北肯塔基大学(牵头机构)、莫尔黑德州立大学和肯塔基大学的研究人员将合作开发在线和课堂材料，并进行研究，以推动专业注意领域的发展，为初等数学教师提供有价值的工具，帮助改善教学和学生学习。该项目将建立在调查人员关于未来教师专业注意技能发展的早期工作的基础上。之前的项目只关注注意个别儿童的算术策略；而这个项目将调查未来的小学教师在一个更复杂但基本的数学领域--早期代数思维--的小组和全班背景下的专业注意技能的发展。该项目还将邀请阿巴拉契亚州立大学、东肯塔基大学和西肯塔基大学的人员使用开发的材料并提供重要的反馈。每所大学都承诺将项目活动制度化，作为其教师教育计划的一部分。在这方面，该项目将在赠款资助期间直接影响肯塔基州和北卡罗来纳州部分地区的600多名准(职前)教师。反过来，这些教师将在他们的整个教学生涯中对成千上万的小学生产生集体影响。将开发和研究充分的材料放在网上，将进一步增强该项目的整体影响力。从广义上讲，专业注意是一种识别对一个人的职业具有重要意义的关键指标并采取行动的能力。在这方面，项目小组将开发在线和课堂模块，向职前小学教师教授专业注意(PSETS)，并反过来调查与职前小学教师(PSET)的创新学习体验有关的研究问题，这些学习体验侧重于专业注意儿童的算术和早期代数思维，将在多大程度上提高PSETS的教学和观察技能。研究问题包括：(1)教师教育者能在多大程度上促进PSET在个人早期数学背景下专业注意儿童数学思维的能力的发展？(2)教师教育者能在多大程度上促进PSET在全班环境下专业注意儿童在代数思维背景下的数学思维的能力？(3)PSET在个人环境中的专业注意技能在多大程度上与他们在整个班级环境中的专业注意技能有关？(4)PSET的专业注意技能在多大程度上与PSET有关教学中的数学知识和对待数学的态度？(5)高考学生的专业注意技能有什么不同？当专业注意模块通过在线形式与传统的面对面形式相比时，对数学的态度，以及用于教学的数学知识？研究人员将使用专有的基于视频的专业注意措施来确定PSET技能在这一领域的变化，并将根据基于视频的专业注意评估的评估前、评估中和评估后的设计进行管理。教学的数学知识和对数学的态度将在相同的时间表上进行评估。评估工具将是LMT-TKAS和数学经验与概念(MECS)工具，也将与PSET进行访谈，以了解他们对单元的经验和他们的专业注意技能。

With funding from the National Science Foundation's Improving Undergraduate STEM Education (IUSE) Program, this project will address the national need for high quality mathematics teaching in elementary schools. In particular, the project will represent a research and materials development effort aimed at helping prospective elementary teachers to develop responsive teaching skills and practices in the areas of numeracy and early-algebraic thinking. These responsive teaching practices, referred to as professional noticing (of children's mathematical thinking) are comprised of three interrelated components; namely, (i) observing and attending to the child's mathematical actions and words, (ii) interpreting these actions and words with respect to a particular developmental progression, and (iii) responding with an appropriate instructional or diagnostic decision. Researchers from Northern Kentucky University (lead institution), Morehead State University and the University of Kentucky will collaborate to develop online and classroom materials and conduct research to push the field of professional noticing forward to provide teachers of elementary mathematics with valuable tools to help improve teaching and student learning. The project will build on earlier work by the investigators regarding prospective teachers' development of professional noticing skills. The previous project focused exclusively on noticing with respect to individual children's numeracy strategies; whereas, this project will investigate prospective elementary teachers' development of professional noticing skills in group and whole-class contexts in a more sophisticated, but essential mathematical domain - early algebraic thinking. The project will also engage personnel from Appalachian State University, Eastern Kentucky University and Western Kentucky University to use the materials developed and provide important feedback. Each university has committed to institutionalize the project activities as part of their teacher education programs. In connection with this, the project will directly impact over six-hundred (600) prospective (pre-service) teachers across the State of Kentucky as well as parts of North Carolina during the period of the grant funding. These teachers, in turn, will collectively have impact on thousands of elementary students throughout their teaching careers. Making the developed and well-researched materials available online will further enhance the overall impact of the project.Broadly speaking, professional noticing is an ability to recognize and act on key indicators significant to one's profession. In connection with this, the Project Team will develop online and in-class modules for teaching professional noticing to pre-service elementary teachers (PSETS) and, in turn, will investigate research questions related to the extent to which the innovative learning experience for pre-service elementary teachers (PSETs) focused on the professional noticing of children's numeracy and early-algebraic thinking will enhance PSETs' teaching and observation skills. The research questions include: (1) To what extent can teacher educators facilitate the development of PSETs' capacity to professionally notice children's mathematical thinking in the context of early numeracy in individual settings? (2) To what extent can teacher educators facilitate the development of PSETs' capacity to professionally notice children's mathematical thinking in the context of algebraic thinking in whole class settings? (3) To what extent do PSETs' professional noticing skills in individual settings relate to their professional noticing skills in whole class settings? (4) To what extent do PSETs' professional noticing skills relate to PSETs' mathematical knowledge for teaching and attitudes towards mathematics? (5) What differences (if any) occur in PSETs' professional noticing skills, attitudes towards mathematics, and mathematical knowledge for teaching when professional noticing modules are administered via an online format when compared to a traditional face-to-face format? Researchers will use proprietary video-based professional noticing measures to determine changes in PSET skills in this area and will administer according to a pre-, mid-, and post-assessment design with a video-based professional noticing assessment. Mathematical knowledge for teaching and attitudes towards mathematics will be assessed on the same time schedule. Assessment instruments will be the LMT-TKAS and the Mathematics Experiences and Conceptions (MECS) instrument, and interviews also will be conducted with PSETs to understand their experiences with the modules and their professional noticing skills.