Understanding and Improving Learning from Online Mathematics Classroom Videos

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。美国小学教师面临许多挑战。他们被要求为有不同需求和能力的学生教授所有科目。要做到这一点，他们需要良好的专业学习机会。许多教师在网上寻找这样的机会，但对这些机会的质量知之甚少，也不知道如何改进这些机会，以帮助教师应对挑战。该项目的目标是了解教师如何使用一个受欢迎的小学数学教师网站，以及如何调整该网站和类似网站，以更好地支持教师学习。具体而言，该项目将(1)对教师使用网站的情况进行采访，(2)通过测试不同的引导教师注意力的方法，调查如何改善教师与网站视频资源的互动方式，以及(3)研究教师与这些视频资源的互动如何与学生的数学学习相关。该项目的研究成果将用于建立和分享支持教师在线学习的有效方法。因此，该项目将使使用热门网站的教师、使用类似网站的教师、研究教师如何从这些网站学习的研究人员以及从这些网站学习的教师的学生受益。在过去十年中，基于视频的学习一直是许多专业发展研究的焦点。由于基于视频的学习被发现是有效的，许多专业开发人员已经将这种学习扩展到在线空间。许多备受瞩目和流行的虚拟学习社区（vlc）已经出现，允许教师与视频进行互动，但是关于这种vlc有效性的研究数量很少，这表明在让教师参与持续的、反思的专业学习方面存在一些困难。本项目的目的是研究设计和实施有效的教师VLCs的几个主要问题，并研究教师对VLCs的反思性参与与学生数学学习成果之间的关系。为了解决这些问题，研究人员提出了三个相互依存的研究。这个项目将(1)采访一个受欢迎的VLC成员的教师，调查他们学到了什么以及他们如何为社区做出贡献；(2)通过反复实验调查影响视频案例反思性评论发布的条件，因为反思性评论具有建立社区和支持教师学习的潜力；(3)考察视频案例的反思反应与学生数学成绩的关系。通过这些调查，本项目将探讨影响教师从在线视频中异步学习的可扩展性的问题。研究结果将用于在一种广泛使用的VLC上开发引导通路——一种基于研究结果的创新原型。因此，该项目将为STEM教师教育研究领域做出贡献，并提供一个即时的、基于研究的产品，可以通过现有的VLC传播给成千上万的教师。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. U.S. elementary teachers face many challenges. They are asked to teach all subjects to students with different needs and abilities. To do this well, they need good professional learning opportunities. Many teachers look online for such opportunities, but little is known about the quality of those opportunities and how they can be improved to help teachers meet their challenges. The goals of this project are to learn more about how teachers use one popular website for elementary mathematics teachers and how this website and similar ones can be adapted to better support teacher learning. Specifically, the project will (1) interview teachers about their use of the website, (2) investigate how to improve the ways teachers interact with video resources on the site by testing different ways of guiding their attention, and (3) examine how teachers' interactions with these video resources are related to their students' learning of mathematics. Findings from this project will be used to build and share effective ways to support teacher learning online. The project will thus benefit teachers who use the popular website, teachers who use similar websites, researchers who study how teachers learn from such websites, and the students of teachers who learn from such websites.Video-based learning has been the focus of much professional development research over the past decade. As video-based learning has been found to be effective, many professional developers have taken this learning to scale through the online space. A number of high profile and popular virtual learning communities (VLCs) have emerged to allow teachers to interact with video, but the scant number of studies on the effectiveness of such VLCs show some difficulties in engaging teachers in sustained, reflective professional learning. The purpose of this project is to investigate several major issues in the design and implementation of effective VLCs for teachers and to examine the relation between teachers' reflective engagement with VLCs and their students' mathematics learning outcomes. The investigators propose 3 studies, which build on each other, to address these issues. This project will (1) interview teachers who are members of a popular VLC, to investigate what they learn and how they contribute to community; (2) investigate conditions that impact the posting of reflective commentary about video cases through iterative experiments, as reflective commentary has the potential to build community and to support teacher learning; and (3) investigate the relation between reflective reactions to video cases and student mathematics outcomes. Through these investigations, this project will explore issues that impact the scalability of teachers learning asynchronously from online video. Results will be used to develop guided pathways - a prototype of an innovation that will be based on the results from the research - on one widely used VLC. Thus, this project will provide both a contribution to the field of STEM teacher education research and an immediate, research-based product that can be disseminated to thousands of teachers through an existing VLC.