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

这是一项探索性研究项目的早期概念资助，旨在开发自动化工具，以帮助职前教师发展数学教学专业知识。目前对职前数学教师教学的研究主要是通过观察职前教师与学生的互动，并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。本研究需要训练有素的观察员和训练有素的分析人员来记录和解释学生和教师的口头互动，以便向教师反馈如何改进他们的教学。这个项目的目的是自动化观察、记录和解释学生与教师的互动。这将导致对职前教师教学策略的更有效的研究，并最终导致教师专业发展的变化，只有在研究环境中提供的反馈对所有职前教师专业发展都是可行的。该项目将使用“问责谈话”观察工具包作为初步基础，为教师提供关于其教学的形成性和总结性反馈。自动语音识别和自然语言技术将用于记录和解释学生和教师的口头互动。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，提供对教师学习的见解，从而导致教师学习环境的重组，使他们更有效地培养高质量的数学教师。

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.