Investigating Relationships Between Mathematical Knowledge for Teaching and High-Leverage Teaching Practices

该提案是针对电子病历核心研究(ECR)计划公告NSF 15-509而提交的。ECR STEM教育基础研究计划为关键的研究领域提供资金，这些领域是基本的、广泛的和持久的。EHR寻求的建议将有助于综合、建立和/或扩大以下重点领域的研究基础：STEM学习、STEM学习环境、STEM劳动力发展和扩大STEM的参与。ECR项目的特点是强调积累可靠的证据，为以下工作提供信息：(A)理解，(B)建立解释理论，(C)建议干预措施(和创新)，以解决STEM兴趣、教育、学习和参与方面的持续挑战。拟议的研究将审查STEM学习环境和STEM劳动力发展。本研究将以K-6数学课程所涵盖的数运算、面积等内容为样本，探讨职前教师的数学教学知识(MKT)与促进学生学习的能力之间的关系。这将有助于为教学的数学知识和师范生激发和解释学生思维的技能之间的关系提供基础性知识和理论。它将向外地提供关于设计选择对用于评估MKT和HLP的模拟的效用的影响的初步调查结果，以及关于模拟用于促进数学知识发展的重要见解。最后，它将通过开发实际模拟，包括可用于评估和加强职前教师的MKT的实施材料，来促进职前教师的培训。

This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.The proposed research will examine STEM learning environments and STEM workforce development. The proposed project will use simulations with student teachers to explore the relationship between preservice teachers' mathematics knowledge for teaching (MKT) and their ability to promote student learning in a sample of the content areas covered in K-6 mathematics curriculum (e.g., number operations, and area).This research will accomplish three aims. It will contribute to foundational knowledge and theory about the relationships between mathematical knowledge for teaching and student teachers skill with eliciting and interpreting student thinking. It will provide the field with initial findings about the impact of design choices on the utility of a simulation for assessing MKT and HLPs, as well as critical insights on the utility of the simulation for nurturing the development of mathematical knowledge. Finally, it will contribute to the training of preservice teachers by developing actual simulations, including materials for implementing, which can be used to assess and enhance the MKT of preservice teachers.