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

中学数学教师可以使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。本计划将探讨如何帮助职前教师有目的地使用数学课程材料来规划和教学。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。本研究包括从经验丰富的教师和职前教师中收集数据，以及为数学教师教育者设计资源。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。这项工作对课程教材的设计和教师教育具有启示意义。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。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，为通过杰出的研究、优秀的教育以及在其组织使命的背景下将教育和研究结合起来，体现教师学者角色的初级教师提供奖励。本研究有五个与课程注意相关的研究和教育目标。首先，了解如何定义课程注意实践，即关注、解读和决定对课程材料作出反应，使其对研究和教学有用。第二，了解哪些经验最能体现课程注意实践。第三，了解和记录实习教师的课程注意实践。第四，了解和记录准教师在备课期间和备课之后的课程注意实践。第五，开发支持准教师学习的课程注意实践模块。为了实现这些目标，本研究将与有经验的教师和未来的教师进行访谈，并进行课堂观察。一些访谈将包括眼球追踪技术，以解释教师在查看规划材料时关注的内容。对于未来的教师，将采用纵向方法调查他们在准备课程期间和第一年教学期间的课程注意情况。从教育的角度来看，该项目还将包括为其他数学教师准备项目和课程提供资源。该项目还包括为中学数学教师提供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.