权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Professional Resources & Inquiry in Mathematics Education for K-8 Teacher Education

专业资源

基本信息

批准号：
1625215
负责人：
Shandy Hauk
金额：
$ 60万
依托单位：
WestEd
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：
2016-09-15 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1625215&HistoricalAwards=false
关键词：
Professional Resources &amp Inquiry Mathematics

项目摘要

The U.S. has ambitious goals for preparing K-8 teachers to excel in science, technology, engineering, and mathematics (STEM). This project seeks to enhance the knowledge and expertise of college faculty who prepare elementary school teachers to teach mathematics. The project will develop and investigate a series of five professional learning modules for college mathematics faculty. Modules are grounded in the types of mathematical knowledge for teaching that future teachers need to provide successful learning experiences in mathematics for the diversity of students with whom they work. Twenty instructors from 2- and 4-year colleges who teach mathematics courses designed for pre-service elementary teachers will participate. These faculty, working in small teams, will meet regularly online throughout a semester to review readings and video focused on K-8 interactions during mathematics learning time and to share their own efforts to incorporate recommendations from the modules into the college courses they teach. Anchored in materials from Sybilla Beckmann's well-respected text for the mathematical preparation of K-8 teachers, the faculty modules will include (1) the different types of knowledge required of teachers in K-8 classrooms, (2) research-based information on learning environments conducive for pre-service teacher learning (which also serve as models for effective mathematics instruction in the K-8 setting), and (3) effective methods for assessing pre-service teachers to capture both what they know and what they are ready to learn next. The overarching goal of the project is to produce informed and effective college instructors whose students become informed and effective K-8 teachers. This project contributes to the improvement of undergraduate education as it attends to the NSF-IUSE framework which "promotes new and exciting approaches to using research on STEM learning and education to address STEM education challenges across and within institutions."The project's significance lies in its promise to strengthen the preparation of future teachers while also adding to the limited existing research on the design and implementation of online professional development for college mathematics faculty. Researchers will examine the construct of mathematical knowledge for teaching future teachers (MKT-FT) during the course of the project. Sandwiched between a facilitated online launch (module 1) and an online wrap-up (module 5), three self-paced modules will be designed for use by teams of at least two instructors and include multi-media resources such as video-based segments demonstrating pre-service teacher and K-8 student mathematical thinking. The project will investigate four research questions: (1) Are module materials accessible and useful to mathematics faculty? (2) Does the use of the materials foster knowledge growth for teaching among instructors and among their undergraduate pre-service elementary teacher students? (3) Are the materials used by faculty in a manner consistent with developer intent and aligned with recommendations from research on the professional growth of college instructors? (4) What does the project's pilot survey of faculty allow us to identify regarding needs and challenges to feasibility and fidelity of implementation across institution types? Data collection includes observations and interviews of participating faculty at several 2- and 4- year colleges in addition to measures of their students' knowledge growth using reliable and validated Learning Mathematics for Teaching tools. The knowledge gained from project research will provide a foundation for future research-based development efforts to increase tools and resources available for content area experts who are novice teacher educators.

美国有雄心勃勃的目标，准备K-8教师在科学，技术，工程和数学（STEM）方面出类拔萃。该项目旨在提高大学教师的知识和专业知识，他们为小学教师教授数学做好准备。该项目将为大学数学教师开发和研究一系列五个专业学习模块。模块是建立在数学知识的教学类型，未来的教师需要提供成功的数学学习经验的学生与他们的工作的多样性。来自2年制和4年制大学的20名教师将参加为职前小学教师设计的数学课程。这些教师，在小团队工作，将在整个学期定期在网上见面，以审查阅读和视频集中在K-8互动在数学学习时间，并分享自己的努力，将模块的建议纳入他们教的大学课程。教师模块以Sybilla Beckmann为K-8教师准备的备受尊敬的文本材料为基础，包括（1）K-8教室中教师所需的不同类型的知识，（2）有利于职前教师学习的学习环境的研究信息（这也作为有效的数学教学模式，在K-8设置），和（3）有效的方法来评估职前教师捕捉他们知道什么，他们准备学习下一步。该项目的总体目标是产生知情和有效的大学教师，其学生成为知情和有效的K-8教师。该项目有助于本科教育的改善，因为它参加了NSF-IUSE框架，该框架“促进了新的和令人兴奋的方法，利用STEM学习和教育的研究来解决跨机构和机构内的STEM教育挑战。“该项目的意义在于它承诺加强未来教师的准备，同时也增加了对大学数学教师在线专业发展的设计和实施的有限的现有研究。研究人员将在项目过程中研究未来教师的数学知识结构（MKT-FT）。夹在一个便利的在线启动（模块1）和在线总结（模块5）之间，三个自定进度的模块将被设计为至少由两名教师组成的团队使用，并包括多媒体资源，如基于视频的片段，展示职前教师和K-8学生的数学思维。本计画将探讨四个研究问题：（1）数学教师是否能使用模组教材？(2)这些材料的使用是否促进了教师及其本科职前小学教师学生的教学知识增长？(3)教师使用的材料是否符合开发人员的意图，并与大学教师专业成长研究的建议保持一致？(4)该项目对教师的试点调查使我们能够确定跨机构类型实施的可行性和保真度的需求和挑战？数据收集包括观察和参与教师在几个2年制和4年制学院的采访，除了他们的学生的知识增长的措施，使用可靠和有效的学习数学教学工具。从项目研究中获得的知识将为未来基于研究的发展工作提供基础，以增加内容领域专家作为教师教育工作者新手的工具和资源。