COLLABORATIVE RESEARCH: Project TECHNO: TECHnology-Centered Mathematical NOticing

合作研究：Project TECHNO：以技术为中心的数学注意

• 批准号: 1431631
• 负责人: Molly Fisher
• 金额: $ 20.9万
• 依托单位: University of Kentucky Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-15 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431631&HistoricalAwards=false
• 关键词: COLLABORATIVE; RESEARCH; Project; TECHNO; TECHnology

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.

该项目由美国国家科学基金会的改善本科STEM教育（IUSE）计划资助，将满足全国对小学高质量数学教学的需求。特别是，该项目将代表一项研究和材料开发工作，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反应式教学技能和实践。这些反应性教学实践，被称为专业注意（儿童的数学思维）是由三个相互关联的组成部分;即，（一）观察和关注儿童的数学行动和文字，（二）解释这些行动和文字相对于一个特定的发展进程，（三）与适当的教学或诊断决策的反应。来自北方肯塔基州大学（牵头机构）、莫尔黑德州立大学和肯塔基州大学的研究人员将合作开发在线和课堂材料，并开展研究，推动专业注意力领域的发展，为小学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。 上一个项目只专注于注意个别儿童的算术策略;而本项目将调查未来的小学教师在小组和全班背景下，在一个更复杂，但必不可少的数学领域-早期代数思维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、东肯塔基州大学和西肯塔基州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。与此相关，该项目将在赠款资助期间直接影响肯塔基州以及北卡罗来纳州部分地区的六百（600）名未来（职前）教师。反过来，这些教师将在他们的教学生涯中对成千上万的小学生产生集体影响。将已编写和经过充分研究的材料在网上提供，将进一步加强该项目的总体影响。广义而言，专业注意力是一种识别对一个人的专业具有重要意义的关键指标并采取行动的能力。与此相关，项目小组将开发在线和课堂模块，用于向职前小学教师（PSETS）教授专业注意力，将调查的研究问题，在何种程度上的创新学习经验的职前小学教师（PSETs）集中在专业注意儿童的算术和早期-代数思维有助提高小学英语教师的教学及观察技巧。研究问题包括：（1）在个人环境中，教师教育者在多大程度上可以促进PSET的能力发展，以专业地注意儿童在早期算术方面的数学思维？(2)教师教育者在多大程度上可以促进PSET的能力发展，在整个班级设置的代数思维的背景下，专业地注意到儿童的数学思维？(3)在何种程度上，PSETs的专业注意技能，在个人的设置，他们的专业注意技能，在整个班级设置？(4)小学英语教师的专业注意技能与其数学教学知识及数学态度的相关程度如何？(5)与传统的面对面形式相比，通过在线形式管理专业注意模块时，PSET的专业注意技能，对数学的态度和教学数学知识有什么差异（如果有的话）？研究人员将使用专有的基于视频的专业注意力测量方法来确定PSET技能在这一领域的变化，并将根据基于视频的专业注意力评估的前，中，后评估设计进行管理。数学教学知识和对数学的态度将在同一时间表进行评估。评估工具将是LMT-TKAS和数学经验和概念（MECS）工具，并与PSET进行访谈，以了解他们对模块的经验和他们的专业注意技能。

项目成果

Investigating the Manifestations of Bias in Professional Noticing of Mathematical Thinking among Preservice Teachers

职前教师数学思维专业关注偏差的表现形式调查

• DOI: 10.7916/jmetc.v11i1.6704
• 发表时间: 2020
• 期刊: Journal of mathematics education at Teachers College
• 作者: Thomas, J.;Marzilli, T.;Sawyer, B.;Jong, C.;Schack, E.O.;& Fisher, M.H.
• 通讯作者: & Fisher, M.H.

What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers

专业注意发挥什么作用？

• DOI: 10.1007/s11858-020-01210-5
• 发表时间: 2021
• 期刊: ZDM – Mathematics Education
• 作者: Jong, Cindy;Schack, Edna O.;Fisher, Molly H.;Thomas, Jonathan;Dueber, David
• 通讯作者: Dueber, David

Professional noticing coherence: exploring relationships between component processes

专业注意一致性：探索组件流程之间的关系

• DOI: 10.1080/10986065.2021.1977086
• 发表时间: 2021
• 期刊: Mathematical Thinking and Learning
• 影响因子: 1.6
• 作者: Thomas, Jonathan;Dueber, David;Fisher, Molly H.;Jong, Cindy;Schack, Edna O.
• 通讯作者: Schack, Edna O.

Professional Noticing into Practice: An Examination of Inservice Teachers’ Conceptions and Enactment

将专业注意付诸实践：对在职教师的观念与实施的检验

• DOI: 10.1080/19477503.2019.1681834
• 发表时间: 2020
• 期刊: Investigations in Mathematics Learning
• 作者: Thomas, Jonathan;Dueber, David;Fisher, Molly;Jong, Cindy;Schack, Edna O.
• 通讯作者: Schack, Edna O.