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Assessing the Structure of Knowledge in Teaching Mathematics

评估数学教学中的知识结构

基本信息

批准号：
1561453
负责人：
Erik Jacobson
金额：
$ 167.52万
依托单位：
Indiana University
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：
2016-07-01 至 2021-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1561453&HistoricalAwards=false
关键词：
Assessing Structure Knowledge Teaching Mathematics

项目摘要

Understanding how elementary teachers' mathematical knowledge for teaching develops and how it influences instruction and student learning has been a persistent challenge in mathematics education. Very few measures exist that allow researchers to reliably assess the nature of teachers' mathematical knowledge. The purpose of this study is develop measures of mathematical knowledge for teaching in both novice and experienced elementary teachers to more effectively assess teacher knowledge and its relationship to student learning. This study will take advantage of recent psychometric and methodological advances to develop more sophisticated and sensitive measures of teachers' mathematical knowledge for teaching. The proposal includes a set of four studies. The first study will examine how mathematical knowledge for teaching differs for novice vs. experienced teachers. The second study will examine the development of teacher mathematical knowledge for teaching and its relationship to the experience of teaching topics in that area. The third study will examine how student learning of specific mathematics concepts is related to teacher knowledge of those concepts. The fourth study will involve classroom observations to examine how mathematical knowledge for teaching is related to corresponding aspects of mathematics instruction. The methodology makes use of diagnostic classification models to characterize teacher knowledge in particular domains of mathematics--fractions and decimals. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

了解小学教师的数学教学知识是如何发展的，以及它是如何影响教学和学生学习的，一直是数学教育的一个挑战。很少有措施存在，使研究人员能够可靠地评估教师的数学知识的性质。本研究的目的是发展数学知识的教学措施，在新手和经验丰富的小学教师，更有效地评估教师的知识及其与学生学习的关系。本研究将利用最新的心理测量和方法的进步，发展更复杂和敏感的措施，教师的数学知识的教学。该提案包括一套四项研究。第一项研究将探讨如何数学知识教学新手与经验丰富的教师的区别。第二项研究将考察教师教学数学知识的发展及其与该领域教学主题经验的关系。第三个研究将探讨学生学习特定的数学概念是如何与教师的知识，这些概念。第四项研究将涉及课堂观察，以探讨如何数学知识的教学与相应的数学教学方面。该方法利用诊断分类模型来描述教师在特定数学领域（分数和小数）的知识。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解，建立理论解释，并建议干预和创新，以解决STEM兴趣，教育，学习和参与方面的持续挑战提供信息。