Understanding and Improving Learning from Online Mathematics Classroom Videos

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，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，这些研究和开发工作为拟议项目提供了理论和经验依据。美国教师面临许多挑战。 他们被要求向有不同需要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以及如何改进这些机会以帮助教师应对挑战知之甚少。 这个项目的目标是了解更多关于教师如何使用一个流行的网站为小学数学教师，以及如何这个网站和类似的可以调整，以更好地支持教师学习。 具体而言，该项目将（1）采访教师使用网站的情况，（2）通过测试不同的引导他们注意力的方法来调查如何改善教师与网站上视频资源的互动方式，以及（3）调查教师与这些视频资源的互动如何与学生的数学学习有关。 该项目的结果将用于建立和分享支持教师在线学习的有效方法。 因此，该项目将使使用流行网站的教师、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。基于视频的学习在过去十年中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通过在线空间扩展了这种学习。 一些高调和流行的虚拟学习社区（VLC）已经出现，让教师与视频互动，但数量很少的研究，这样的VLC的有效性表明，在从事教师持续的，反思性的专业学习的一些困难。 本研究的目的是探讨在设计和实施有效的教师虚拟学习资源时的几个主要问题，以及教师对虚拟学习资源的反思性投入与学生数学学习成果之间的关系。 研究人员提出了3项研究，它们相互建立，以解决这些问题。 本研究将（1）访谈一个受欢迎的VLC的教师成员，调查他们学到了什么，以及他们如何为社区做出贡献;（2）通过迭代实验，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）探究学生对视频案例的反思反应与数学成绩的关系。 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。 结果将用于开发引导路径-一个创新的原型，将基于研究结果-一个广泛使用的VLC。 因此，该项目将为STEM教师教育研究领域做出贡献，并通过现有的VLC向数千名教师传播即时的基于研究的产品。

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.