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

职业：检查未来的中学数学教师学习如何使用课程材料来计划和实施教学

基本信息

批准号：
1651836
负责人：
Lorraine Males
金额：
$ 62.9万
依托单位：
University of Nebraska-Lincoln
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-03-15 至 2024-02-29
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1651836&HistoricalAwards=false
关键词：
CAREER Examining Prospective Secondary Mathematics

项目摘要

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.

有越来越多的课程资源提供给中学数学教师和大多数教师使用课程材料在数学教学。本研究将探讨如何协助职前教师有目的地使用数学课程教材来规划与教学。本研究的重点是课程注意或教师如何解释和回应课程资源。帮助职前教师准备课堂的一个组成部分是帮助他们了解如何有效地和有目的地使用提供给他们的工具。本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什么。这项工作对课程材料的设计和教师教育具有影响。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。教师早期职业发展（CAREER）计划是美国国家科学基金会（NSF）范围内的一项活动，旨在通过杰出的研究、优秀的教育以及在其组织的使命范围内整合教育和研究来支持初级教师发挥教师学者作用。该研究有五个与课程注意相关的研究和教育目标。首先，要了解如何定义课程注意的做法，参加，解释，并决定回应课程材料，使他们是有用的研究和教学。第二，了解什么样的经验最能揭示课程注意实践。第三，了解并记录实习教师的课程注意实践。第四，了解并记录未来教师在教师准备期间和之后的课程注意实践。第五，发展一个支援准教师课程注意实践学习的模组。为了实现这些目标，研究将包括与有经验的教师和未来的教师进行访谈，并进行课堂观察。一些面试将包括眼动追踪技术，以解释教师在看规划材料时所关注的内容。对于未来的教师，纵向的方法将被用来调查他们的课程注意在他们的准备计划，并进入他们的第一年的教学。从教育的角度来看，该项目还将包括为其他数学教师准备计划和课程创建资源。该项目还包括中学数学教师课程使用方面的专业发展。