Collaborative Research: Investigating Middle Grades Mathematics Teachers' Curricular Reasoning

合作研究：初中数学教师课程推理调查

• 批准号: 1561554
• 负责人: Shannon Dingman
• 金额: $ 15.97万
• 依托单位: University of Arkansas
• 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: 2016-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1561554&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Middle; Grades

Teachers are crucial to improving mathematics instruction in the US. Improvements in understanding teachers' knowledge about mathematics for teaching have led to improvements in teacher education and professional development. However, there are gaps in the understanding of mathematics knowledge for teaching, including how teachers reason about curriculum. Because curricular resources, including textbooks, continue to be important resources and tools for teachers, understanding how teachers reason about curriculum are important to improve teachers' knowledge and instructional practice. This collaborative project with the University of Nevada Las Vegas, Brigham Young University, University of Arkansas, and Grand Valley State University, will study middle grade mathematics teachers' curricular reasoning and develop a taxonomy that can be used by curriculum developers, teacher educators and professional developers to help in the development of productive curricular reasoning for teachers. This research is funded by the EHR Core Research Program, which emphasizes fundamental STEM education research that will generate 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. This three stage study will begin with adaptation, development, and pilots of the interview and observation protocols with eight teachers to verify that these instruments are valid and reliable. The second stage focuses on developing the curricular reasoning taxonomy by collecting analyzing interview and observation data from 12 grade 8 mathematics teachers in four states. These teachers will be using novel curriculum materials to teach geometry transformations during their regular classroom instruction. During this stage, the project will develop an initial taxonomy of teachers' curricular reasoning as they plan and enact these lessons. In the third stage, the researchers will verify and refine the curricular reasoning taxonomy by collecting interview and observation data from 20-40 grade 8 mathematics teachers in four states with a variety of teaching backgrounds.

教师是改善美国数学教学的关键。对教师教学数学知识的理解的提高导致了教师教育和专业发展的改善。然而，在数学知识的教学理解上，包括教师如何对课程进行推理，都存在着差距。由于课程资源，包括教科书，仍然是教师的重要资源和工具，了解教师如何对课程的原因是重要的，以提高教师的知识和教学实践。这个与内华达州拉斯维加斯，杨百翰大学，阿肯色州，大峡谷州立大学大学的大学合作项目，将研究中年级数学教师的课程推理，并开发一个分类，可用于课程开发人员，教师教育工作者和专业开发人员，以帮助教师生产性课程推理的发展。这项研究由EHR核心研究计划资助，该计划强调基础STEM教育研究，将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。本研究分为三个阶段，开始阶段为访谈和观察，以八位教师为研究对象，进行访谈和观察的适应、发展和试点，以验证这些工具的有效性和可靠性。第二阶段的重点是发展课程推理分类法，收集分析访谈和观察数据，从12个八年级数学教师在四个州。这些教师将使用新的课程材料，教几何变换在他们的常规课堂教学。在这一阶段，该项目将制定一个初步的分类教师的课程推理，因为他们计划和制定这些教训。在第三阶段，研究者将收集来自四个州的20-40名具有不同教学背景的八年级数学教师的访谈和观察数据，以验证和完善课程推理分类。