Collaborative Research: PEARL: Peers Engaged As Resources for Learning

合作研究：PEARL：同伴作为学习资源

• 批准号: 1432084
• 负责人: Daniel Heck
• 金额: $ 72.78万
• 依托单位: Horizon Research Inc
• 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: 2014-10-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432084&HistoricalAwards=false
• 关键词: Collaborative; Research; PEARL; Peers; Engaged

Ongoing efforts to strengthen mathematics education in the United States have emphasized the need for students to engage and persevere with meaningful and challenging mathematics problems, and to take active and collaborative roles in problem solving. Teachers often use small group instruction to work toward these goals: small group work occurs in 70% of middle grades mathematics classrooms at least once a week, and on average, accounts for 25% of instructional time in middle grades mathematics classes. Yet effective group work can prove challenging for middle school teachers. Students quickly disengage from difficult tasks and their peer interactions often undermine productive collaborations. The PEARL project brings an interdisciplinary team to: (1) study small group work; (2) understand the challenges involved in promoting successful small groups; and (3) determine ways to help teachers deliver on the promise of group work. The PEARL study involves a carefully sequenced set of research phases that include classroom observations, interviews and surveys with teachers and students regarding mathematics small group work in both naturalistic settings and experimental conditions in order to develop and test both a framework for understanding small group learning environments and strategies to help teachers support successful group work. Results of the study will inform teacher preparation and ongoing education, mathematics teaching practice, and educational research.The Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics emphasize the critical role of students' deep engagement with meaningful mathematical content with their peers to support development of mathematical understanding. Mathematics classrooms are often structured to meet these goals by arranging students in small group learning environments expected to create peer-to-peer interactions that promote conceptual learning, mathematical communication, and use of peers as learning resources. Effective group work depends on tasks that are cognitively challenging and appropriate for group efforts, group discourse that promotes engagement and meaning making, and peer relational processes that support collaboration and learning. An interdisciplinary team will study small group work in middle grades mathematics classrooms, integrating three conceptual frameworks - Mathematics Task, Mathematics Discourse Matrix, and Peer Cultures of Effort and Achievement - to understand the challenges involved in promoting successful small group learning environments, and to determine ways to help teachers deliver on the promise of group work. The results of a series of design cycles in field settings will produce theoretically derived and empirically based insights in the service of experimental testing of an integrated framework that links research and practice. This framework, and the research design and tools, can stimulate further interdisciplinary study among mathematics educators and educational psychologists in terms of how teachers can coordinate tasks, discourse, and peer cultures in pursuit of successful small group work.

美国一直在努力加强数学教育，强调学生需要参与并坚持有意义和具有挑战性的数学问题，并在解决问题中发挥积极和协作的作用。 教师经常使用小组教学来实现这些目标：70%的中年级数学教室每周至少一次进行小组工作，平均占中年级数学课堂教学时间的25%。然而，有效的小组工作对中学教师来说是具有挑战性的。学生们很快就脱离了困难的任务，他们的同伴互动往往会破坏富有成效的合作。PEARL项目带来了一个跨学科的团队：（1）研究小组工作;（2）了解促进成功的小团体所面临的挑战;（3）确定如何帮助教师实现小组工作的承诺。PEARL研究涉及一系列精心排序的研究阶段，包括课堂观察，访谈和调查与教师和学生关于数学小组工作在自然环境和实验条件，以开发和测试的框架，了解小组学习环境和策略，以帮助教师支持成功的小组工作。研究结果将为教师准备和正在进行的教育、数学教学实践和教育研究提供信息。《学校数学原则和标准》和《国家数学共同核心标准》强调了学生与同龄人深入参与有意义的数学内容以支持数学理解发展的关键作用。数学教室的结构往往是为了满足这些目标，安排学生在小组学习环境中，期望创造对等的互动，促进概念学习，数学交流，并使用同伴作为学习资源。有效的小组工作取决于具有认知挑战性和适合小组努力的任务，促进参与和意义创造的小组话语，以及支持协作和学习的同伴关系过程。一个跨学科的团队将研究小组工作中年级数学教室，整合三个概念框架-数学任务，数学话语矩阵，努力和成就的同伴文化-了解促进成功的小组学习环境所面临的挑战，并确定如何帮助教师实现小组工作的承诺。一系列设计周期在现场设置的结果将产生理论推导和经验为基础的见解，在实验测试的综合框架，连接研究和实践的服务。这个框架，研究设计和工具，可以激发数学教育工作者和教育心理学家之间的进一步跨学科研究，教师如何协调任务，话语和同伴文化，追求成功的小组工作。