SBIR Phase I: An embedded and in-context professional learning platform for math problem-solving instruction

SBIR 第一阶段：用于解决数学问题的嵌入式专业学习平台

• 批准号: 1549094
• 负责人: Sheela Sethuraman
• 金额: $ 15万
• 依托单位: CueThink
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2016-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1549094&HistoricalAwards=false
• 关键词: SBIR; Phase; embedded; context; professional

This SBIR Phase I project proposes to research and develop a web-based prototype that provides teachers with individualized, interactive, and timely supports for improving students? problem-solving skills and math communication. Despite the expectations placed on math teachers by the Common Core State Standards, most of them are insufficiently prepared to teach students how to become effective problem solvers. Research shows that the largest struggle for teachers is not learning new strategies to teaching but actually implementing them in the classroom. This project addresses this challenge by offering professional development that is embedded and ongoing and sets the stage for educators to develop essential 21st Century skills including critical thinking, communication, collaboration and creativity. These are essential job skills not only for educators but for the young minds they coach and mentor. Additionally, teachers who themselves approach problem solving with confidence and enthusiasm inspire students to do the same. This has great implications for how many students will continue to seek and enroll in STEM programs. The annual market for professional development is expected to grow to $1.8 to $2 billion dollars within 5 years just for math and science in K-12 schools, a significant market for this project to target.The proposed project will result in a prototype that works seamlessly with the existing student-facing peer-to-peer application, developed by the same company and already in the marketplace. In order to achieve this level of embedded instruction, the project intends to build a sophisticated recommendation engine that not only analyzes the teacher's user profile but also their actions in using the student-facing platform and responds with suggested pathways to improve their teaching. This is a unique approach to professional development, enabling educators to determine how to introduce, instruct, and assess problem-solving skills in a sustained manner. This study is anchored in National Council on Teachers of Mathematics' (NCTM) "Principles to Actions: Ensuring Mathematical Success for All" and is designed to directly address three of their eight recommended essential practices and six of the specific recommended actions. The proposed project consists of a five-month iterative, formative evaluation-based development phase followed by a one-month pilot study where classroom teachers will evaluate the functional prototype.

SBIR第一阶段计划提出研究和开发一个基于网络的原型，为教师提供个性化，互动和及时的支持，以提高学生？解决问题的能力和数学沟通。 尽管《共同核心州标准》对数学教师寄予了期望，但他们中的大多数人还没有充分准备好教学生如何成为有效的问题解决者。研究表明，教师最大的困难不是学习新的教学策略，而是在课堂上实际实施这些策略。 该项目通过提供嵌入式和持续的专业发展来应对这一挑战，并为教育工作者提供发展基本的21世纪世纪技能的平台，包括批判性思维，沟通，协作和创造力。这些都是必不可少的工作技能，不仅对教育工作者，但对年轻的头脑，他们的教练和导师。此外，教师谁自己的方法解决问题的信心和热情激励学生这样做。这对有多少学生将继续寻求和报名参加STEM课程有很大的影响。 专业发展的年度市场预计将在5年内增长到18亿至20亿美元，仅在K-12学校的数学和科学方面，这是该项目的一个重要市场目标。拟议的项目将产生一个原型，与现有的面向学生的点对点应用程序无缝协作，由同一家公司开发，并已在市场上。为了实现这种嵌入式教学水平，该项目打算建立一个复杂的推荐引擎，不仅分析教师的用户配置文件，而且还分析他们在使用面向学生的平台时的行为，并提出改进教学的建议。这是一种独特的专业发展方法，使教育工作者能够确定如何以持续的方式引入，指导和评估解决问题的技能。 本研究以全国数学教师理事会（NCTM）“行动原则：确保所有人的数学成功”为基础，旨在直接解决他们建议的八项基本实践中的三项和具体建议的六项行动。拟议的项目包括一个为期五个月的迭代，形成性评价为基础的开发阶段，然后是一个月的试点研究，课堂教师将评估功能原型。