CAREER: Examining Prospective Secondary Mathematics Teachers Learning to Use Curriculum Materials to Plan and Enact Instruction

中学数学教师可以利用的课程资源越来越多，大多数教师在数学教学中使用课程材料。这个项目将研究如何帮助职前教师有目的地使用数学课程材料来计划和教学。这项工作的一个重点是课程注意或教师如何解释和回应课程资源。帮助职前教师为课堂做准备的一个组成部分是帮助他们了解如何有效和有目的地使用提供给他们的工具。这项研究包括从有经验的教师和职前教师那里收集的数据，以及为数学教师教育工作者设计的资源。一个重要的组成部分是研究教师在审查课程和教学计划时注意到的问题。这项工作对课程教材的设计和教师教育具有重要意义。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。教师早期职业发展(CALEAR)项目是美国国家科学基金会(NSF)范围内的一项活动，旨在为那些通过杰出的研究、卓越的教育以及在其组织使命范围内整合教育和研究而体现教师学者角色的初级教师提供奖励。这项研究有五个与课程注意相关的研究和教育目标。首先，了解如何定义关注、解释和决定回应课程材料的课程注意实践，以便它们对研究和教学有用。第二，了解什么样的体验最能揭示课程注意的实践。第三，了解和记录实习教师的课程注意做法。第四，了解和记录未来教师在教师准备期间和之后的课程注意做法。第五，开发一个模块来支持未来教师的课程注意实践学习。为了实现这些目标，本研究将结合对有经验的教师和未来教师的访谈，并进行课堂观察。一些面试将包括眼球跟踪技术，以解释教师在查看规划材料时所关注的内容。对于未来的教师，将使用纵向方法来调查他们在准备计划期间和教学头几年的课程注意事项。从教育的角度来看，该项目还将包括创建资源，供其他数学教师准备计划和课程使用。该项目还包括中学数学教师在课程使用方面的专业发展。

There are a growing number of curriculum resources available to secondary mathematics teachers and most teachers use curriculum materials in mathematics instruction. This project will investigate how to help pre-service teachers use mathematics curriculum materials purposefully to plan and to teach. A focus of this work is curricular noticing or how teachers interpret and respond to curriculum resources. A component of helping pre-service teachers prepare for the classroom is helping them understand how to effectively and purposefully use the tools that have been provided to them. The study includes data collected from experienced teachers and pre-service teachers as well as the design of resources for mathematics teacher educators. A significant component is studying what teachers notice when reviewing curriculum and planning for teaching. This work has implications for the design of curriculum materials and for teacher education. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. The Faculty Early Career Development (CAREER) program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.The study has five research and educational objectives related to curricular noticing. First, to understand how to define the curricular noticing practices of attending to, interpreting, and deciding to respond to curriculum materials so that they are useful to research and teaching. Second, to understand what kinds of experiences best reveal the curricular noticing practices. Third, to understand and document the curricular noticing practices of practicing teachers. Fourth, to understand and document the curricular noticing practices of prospective teachers during and beyond teacher preparation. Fifth, to develop a module to support prospective teachers learning of the curricular noticing practice. To accomplish these goals, the study will incorporate interviews with experienced teachers and prospective teachers and conduct classroom observations. Some interviews will include eye-tracking technology to interpret what teachers attend to when looking at materials for planning. For the prospective teachers, a longitudinal approach will be used to investigate their curricular noticing during their preparation program and into their first years of teaching. From an education standpoint, the project will also include the creation of resources for other mathematics teacher preparation programs and courses to use. The project also includes professional development in curriculum use for secondary mathematics teachers.