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

美国有雄心勃勃的目标，让K-8教师在科学、技术、工程和数学（STEM）领域脱颖而出。该项目旨在提高大学教师的知识和专业技能，使小学教师能够教授数学。该项目将为大学数学教师开发和研究一系列的五个专业学习模块。模块是建立在数学教学知识类型的基础上的，未来的教师需要为他们工作的不同学生提供成功的数学学习经验。将有20名二、四年制大学的教师参加，他们将教授为职前小学教师设计的数学课程。这些教师以小团队的形式工作，将在整个学期定期举行在线会议，回顾K-8数学学习期间的阅读和视频，并分享他们自己的努力，将这些模块中的建议纳入他们所教授的大学课程中。以Sybilla Beckmann为K-8教师撰写的备受推崇的数学准备教材为基础，教师模块将包括(1)K-8课堂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基于研究的信息（这也作为K-8设置中有效数学教学的模型）。(3)评估职前教师的有效方法，以了解他们所知道的和他们下一步准备学习的内容。该项目的首要目标是培养见多识广、卓有成效的大学教师，使学生成为见多识广、卓有成效的K-8教师。该项目有助于改善本科教育，因为它参与了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机构内外的STEM教育挑战。”该项目的意义在于，它有望加强对未来教师的培养，同时也增加了现有的有限的大学数学教师在线专业发展的设计和实施的研究。研究人员将在项目过程中考察未来教师数学知识的建构。在便利的在线启动（模块1）和在线总结（模块5）之间，将设计三个自定进度模块，供至少两名教师组成的团队使用，并包括多媒体资源，如视频片段，展示职前教师和K-8学生的数学思维。该项目将调查四个研究问题：(1)模块材料对数学教师是否可用和有用？(2)材料的使用是否能促进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者的意图，并与大学教师专业成长研究的建议相一致？(4)该项目的教师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方面的需求和挑战？数据收集包括对几所二年制和四年制大学的参与教师的观察和访谈，以及使用可靠和经过验证的教学数学学习工具测量学生的知识增长。从项目研究中获得的知识将为未来以研究为基础的开发工作提供基础，以增加作为新手教师教育工作者的内容领域专家可用的工具和资源。

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.