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

该提案是为了响应EHR核心研究（ECR）计划公告NSF 15-509而提交的。 在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的，广泛的和持久的。EHR寻求有助于综合，建立和/或扩大以下重点领域研究基础的建议：STEM学习，STEM学习环境，STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据，为以下努力提供信息：（a）理解，（B）建立理论解释，（c）提出干预措施（和创新），以解决STEM兴趣，教育，学习和参与方面的持续挑战。拟议的研究将检查STEM学习环境和STEM劳动力发展。建议的项目将使用模拟与学生教师，以探讨小学教师的数学知识教学（MKT）和他们的能力之间的关系，以促进学生在K-6数学课程所涵盖的内容范围（例如，本研究将达到三个目的。它将有助于基础知识和理论之间的关系，数学知识的教学和实习教师的技能与引发和解释学生的思维。它将为该领域提供有关设计选择对评估MKT和HLP的模拟效用的影响的初步发现，以及对模拟用于培养数学知识发展的效用的重要见解。最后，它将有助于通过开发实际模拟，包括实施材料，它可以用来评估和提高副校长的MKT的副校长的培训。

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.