EAGER: Early Stage Research on Automatically Identifying Instructional Moves in Mathematics

这是一个探索性研究的早期概念资助研究项目，旨在开发自动化工具，帮助职前教师发展数学教学专业知识。目前关于职前数学教师教学的研究主要依靠观察职前教师与学生的互动，记录他们之间的数学互动，为职前教师如何改进教学提供指导和建议。这项研究需要训练有素的观察者和训练有素的分析员来记录和解释学生与教师的言语互动，以便向教师反馈如何改进他们的教学。此项目的目标是自动观察、记录和解释师生互动。这将导致对职前教师教学策略的更有效研究，并最终导致只有在研究环境中才能获得的反馈对所有职前教师专业发展都是可行的，从而最终导致教师专业发展的变化。该项目将使用观察工具包责任谈话作为初步基础，为教师提供关于其教学的形成性和总结性反馈。将使用自动语音识别和自然语言技术来记录和解释学生和教师的言语互动。这项研究的结果有可能使职前数学教师的专业发展民主化，并随着时间的推移，为教师学习提供洞察力，从而重新构建教师学习环境，使他们更有效地培养高素质的数学教师。

This is an Early-concept Grant for Exploratory Research research project to develop automated tools to aid in the development of mathematics teaching expertise in preservice teachers. Current research on preservice mathematics teacher instruction relies on observing preservice teachers interacting with students and recording their mathematical interactions to provide guidance and advice as how the preservice teachers can improve their teaching. This research requires highly trained observers and highly trained analysts to record and interpret the student teacher verbal interactions in order to give teachers feed back in how to improve their instruction. The aim of this project is to automate the observation, recording, and interpretation of student-teacher interactions. This would result in more effective research on instructional strategies for the preservice teachers and ultimately lead to changes in teacher professional development when feedback only available in research environments becomes feasible for all preservice teacher professional development. The project will use as an initial basis the observation toolkit Accountablity Talk for providing teachers with both formative and summative feedback on their instruction. Automatic speech recognition and natural language technologies will be used to record and interpret student teacher verbal interactions. The results of this research have the potential to democratize preservice mathematics teacher professional development and, over time, provide insight into teacher learning that can result in restructuring teacher learning environment to make them more effective in developing high quality mathematics teachers.