A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders

概念化基础数学写作工作组：对数学教育利益相关者的启示

• 批准号: 1545908
• 负责人: Tutita Casa
• 金额: $ 10万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1545908&HistoricalAwards=false
• 关键词: Task; Force; Conceptualizing; Elementary; Mathematical

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.Communicating about mathematical ideas by talking and writing is central to the teaching and learning of mathematics as it can help students learn concepts at a deeper level. More specifically, according to the Common Core State Standards (CCSS), students should develop their ability to construct viable arguments and critique the reasoning of others in mathematics and write across content areas. However, there is limited guidance about how to teach students to write mathematically, how to evaluate students' mathematical writing, and the kinds of mathematical writing tasks to include in curriculum resources. This may mean that students do not experience the benefits from writing about their mathematical ideas. This conference will bring together education stakeholders to propose the types of and purposes for mathematical writing in the elementary grades. The Elementary Mathematical Writing Task Force (EMWTF) will be made up of educators who bring unique perspectives about elementary mathematical writing. It will include practitioners and academics from the fields of mathematics education, mathematics, and writing education and who are knowledgeable about students who have special needs, are English language learners, and have been identified as gifted. With the ultimate goal of reaching consensus about and priorities for the types of and purposes for elementary mathematical writing, the task force will review student work, writing prompts, curriculum standards, and other items. They will also suggest recommendations for future work in this area.Discourse has been and continues to be central to the teaching and learning of mathematics. Most recently, the CCSS calls for students to construct viable arguments and critique the reasoning of others in mathematics. This mathematical practice also alludes to writing that is emphasized on standards-aligned assessments. While the English language arts guidelines also call for writing across disciplines, questions remain about the types of and purposes for writing mathematically appropriate for the the elementary level. Therefore, a critical need exists to address these questions in order to guide teachers, researchers, assessment developers, and curriculum authors in work that impacts students. The EMWTF will identify, describe, and recommend productive types of and purposes for mathematical writing by elementary students. They will come to a consensus about the types of and purposes for mathematical writing that leverage students' learning as they review and analyze representations of writing, curriculum standards, student work samples, and assessment and curriculum resource prompts. Convening the EMWTF will open a comprehensive line of work in mathematical writing at a critical juncture in the history of the field of mathematics education. The intellectual merit of this project, therefore, lies in its potential to transform the field of mathematics education. The EMWTF will capitalize on expertise from practitioners and academics across multiple academic fields, including mathematics, writing, special, English language learners, and gifted education as well as mathematics. The broader impacts thus will facilitate the collaboration among and across disciplines and stakeholders that are both rare and infrequent.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供理论和经验依据。通过谈话和写作交流数学思想是数学教学和学习的核心，因为它可以帮助学生在更深层次上学习概念。更具体地说，根据共同核心国家标准（CCSS），学生应该发展自己的能力，以构建可行的论点和批判他人的推理在数学和跨内容领域写作。然而，对于如何教学生数学写作，如何评价学生的数学写作，以及课程资源中应包含的数学写作任务的种类，指导有限。这可能意味着学生没有体验到写他们的数学思想的好处。这次会议将汇集教育利益相关者提出小学数学写作的类型和目的。小学数学写作任务组（EMWTF）将由教育工作者组成，他们带来了关于小学数学写作的独特观点。它将包括来自数学教育，数学和写作教育领域的从业者和学者，他们了解有特殊需要的学生，英语学习者，并被确定为天才。随着达成共识和小学数学写作的类型和目的的优先级的最终目标，工作组将审查学生的工作，写作提示，课程标准，和其他项目。他们还将建议在这一领域的未来工作的建议。话语一直是并将继续是中央的数学教学和学习。最近，CCSS要求学生构建可行的论点，并批评他人在数学中的推理。这种数学实践也暗示了标准化评估中强调的写作。虽然英语语言艺术指导方针也要求跨学科写作，但问题仍然是关于适合小学水平的数学写作的类型和目的。因此，迫切需要解决这些问题，以指导教师，研究人员，评估开发人员和课程作者的工作，影响学生。EMWTF将识别，描述和推荐小学生数学写作的有效类型和目的。他们将对数学写作的类型和目的达成共识，这些写作可以利用学生的学习，因为他们可以审查和分析写作，课程标准，学生作业样本以及评估和课程资源提示的表示。召开EMWTF将在数学教育领域历史的关键时刻开启数学写作的全面工作。因此，这个项目的智力价值在于它有可能改变数学教育领域。EMWTF将利用多个学术领域的从业者和学者的专业知识，包括数学，写作，特殊，英语学习者，天才教育以及数学。因此，更广泛的影响将促进罕见和罕见的学科和利益攸关方之间的合作。