Building Understanding and Measurement of Secondary Mathematical Knowledge for Teaching (MKT)

2013年，美国国家研究委员会发布了一份名为《监测K-12 STEM教育的成功进展：一个国家在进步吗？》该报告概述了14项指标，以及创建一个监测全国STEM教育质量的系统所需的研究和开发。该项目是应“促进测量和评估创新”项目的“致同事信”请求而资助的，该项目专注于开发研究和工具，以提高国家测量这些指标的能力。本课题将研究指标6：教师的科学和数学内容知识的教学。本研究建立在一个成功的项目上，该项目正在开发教师数学教学知识（MKT）的有效测量方法，这表明教师需要成功地与学生交流的数学知识不同于传统的数学知识。本研究将检验以下两个假设：1)初级MKT评估项目的评估设计理论向二级MKT评估项目设计的延伸；和2)。强大的传统数学知识，重点是高等数学知识，对中学MKT比初等MKT更不可或缺。该项目将包括召集专家，确定研究结果对未来围绕数学指标6开展研究和发展的影响。该项目将使用在先前nsf资助的研究中开发的中学教师MKT项目。研究人员将进行认知访谈，以确定教师正确回答问题的程度，以及他们回答的理由在多大程度上与围绕数学教学专业知识的推理或传统数学推理相一致。研究结果将成为专家论坛的焦点，研究结果将为研究和发展议程提供建议，以制定有效和可靠的指标来衡量中学教师对数学知识的理解。

The National Research Council in 2013 released the report Monitoring Progress toward Successful K-12 STEM Education: A Nation Advancing?, which outlined 14 Indicators as well as the needed research and development to create a system to monitor the quality of STEM education in the nation. This project is funded in response to a Dear Colleague Letter request for research in the Promoting Innovation in Measurement and Evaluation program focused on developing research and tools to advance the nation's capability to measure these indicators. The researchers in this project will address Indicator 6: Teachers' science and mathematics content knowledge for teaching. This research builds on a successful program that is developing valid measures of teachers' Mathematical Knowledge for Teaching (MKT), which indicates that the mathematical knowledge teachers need to be successful with students is different than conventional mathematical knowledge. The research will test two hypotheses as follows: 1). the assessment design theory for elementary MKT assessment items extends to secondary MKT item design; and 2). Strong conventional mathematical knowledge, with a focus on knowledge of advanced mathematics, is more integral to secondary MKT than to elementary MKT. The project will include a convening of experts to identify the implications of the findings for future research and development around Indicator 6 in mathematics. The project will use items for secondary teacher MKT that have been developed in prior NSF-funded research. The researchers will conduct cognitive interviews to determine the extent to which the teachers correctly respond to the items and the extent to which their rationale for their response is in alignment with the reasoning around specialized knowledge of mathematics for teaching or with conventional mathematical reasoning. The findings of the study will be the focus of an expert forum in which the findings from the study will structure the development of recommendations for the research and development agenda needed to develop valid and reliable indicators of secondary teachers' understanding of mathematical knowledge for teaching.