Promoting Productive Disciplinary Engagement and Learning with Open Problems and "Just-in-Time" Supports in Middle School Mathematics

通过中学数学中的开放性问题和“及时”支持促进富有成效的学科参与和学习

• 批准号: 1660926
• 负责人: Elizabeth Phillips
• 金额: $ 149.73万
• 依托单位: Michigan State University
• 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: 2017-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660926&HistoricalAwards=false
• 关键词: Promoting; Productive; Disciplinary; Engagement; Learning

The study will contribute knowledge about how to support students' learning and engagement in mathematics using a digital curriculum platform. The goal of the project is to study how the use of open-ended problems and "just-in-time" supports in a digital platform can promote inquiry-based mathematics learning. Increasing numbers of schools are using digital curriculum for mathematics. "Just-in-time" supports will give the students options for seeking help as they are working on an open problem or give teachers the opportunity to generate prompts for students working in small groups as needed. The digital environment provides an opportunity for small groups of students to work on challenging tasks and decide when they need help. The project is building on a widely adopted middle school mathematics curriculum and tasks that are being used in a range of settings. The project will examine middle school students' mathematics learning and productive disciplinary engagement as well as teachers' role in the classroom environment. 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 research will investigate three questions. (1) How can productive disciplinary engagement be fostered in digital learning environments with open problems and "just-in-time" supports? How can student learning of mathematics be enhanced? (2) What is the nature of productive disciplinary engagement and student learning of mathematics at key development points in a connected sequence of problems and lesson goals? (3) What information do teachers draw upon when they use open problems and "just-in-time" supports? How do teachers adapt the supports for specific problems? It is situated in a design-based research framework for research relying on multiple qualitative and quantitative sources of data. The project will go through three cycles of design: prototype testing with students to investigate productive disciplinary engagement as a construct, classroom-based pilot testing to understand the teacher's role, and broader field testing to extend knowledge of how students' use open problems and "just-in-time" supports. The analysis of students' data will document how they problematize mathematics situations, how ideas are developed in a small group via students' positioning themselves in the conversation, and how students use disciplinary norms and arguments for their ideas. Students' interactions with the tool, particularly the "just-in-time" supports will be incorporated to understand how ideas develop. Assessments will be used to document students' learning of the mathematics. The teachers' role will be analyzed via classroom video, interviews, and other artifacts of instruction.

这项研究将有助于了解如何支持学生的学习和参与数学使用数字课程平台。该项目的目标是研究如何在数字平台中使用开放式问题和“即时”支持来促进基于探究的数学学习。越来越多的学校正在使用数字课程进行数学教学。“及时”支持将使学生在解决开放性问题时有寻求帮助的选择，或使教师有机会根据需要为小组工作的学生提供提示。数字环境为小规模的学生提供了一个机会，让他们可以完成具有挑战性的任务，并决定何时需要帮助。 该项目是建立在一个广泛采用的中学数学课程和任务，正在使用的一系列设置。 该项目将考察中学生的数学学习和富有成效的学科参与以及教师在课堂环境中的作用。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。该研究将调查三个问题。(1)如何在有开放问题和“及时”支持的数字学习环境中培养富有成效的学科参与？如何提高学生的数学学习能力？(2)在一系列问题和课程目标的连接中，在关键发展点上，富有成效的学科参与和学生数学学习的本质是什么？(3)教师在使用开放性问题和“即时”支持时，会利用哪些信息？教师如何针对具体问题调整支持？它位于一个基于设计的研究框架，依赖于多个定性和定量数据来源的研究。该项目将经历三个设计周期：与学生一起进行原型测试，以调查作为一个结构的生产性学科参与，以课堂为基础的试点测试，以了解教师的角色，以及更广泛的实地测试，以扩展学生如何使用开放式问题和“及时”支持的知识。对学生数据的分析将记录他们如何将数学情境问题化，如何通过学生在对话中的定位在小组中发展想法，以及学生如何使用纪律规范和论点来支持他们的想法。 学生与该工具的互动，特别是“即时”支持将被纳入了解想法如何发展。评估将用于记录学生的数学学习。教师的角色将通过课堂视频，访谈和其他教学工件进行分析。

项目成果

Connecting a teacher dashboard to a student digital collaborative environment: Supporting teacher enactment of problem-based mathematics curriculum

将教师仪表板连接到学生数字协作环境：支持教师制定基于问题的数学课程

• DOI: 10.1007/s11858-021-01310-w
• 发表时间: 2021
• 期刊: ZDM
• 作者: Edson, Alden;Phillips, Elizabeth
• 通讯作者: Phillips, Elizabeth

Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

国际数学教育心理学组北美分会第40届年会论文集

• 发表时间: 2018
• 期刊: & A.M. Tyminski (Eds.
• 作者: Edson, A. J.

Preceedings of the Annual Meeting of the American Educational Research Association

美国教育研究协会年会记录

• 发表时间: 2020
• 期刊: Entailments of productive disciplinary engagement in technology-enhanced classrooms
• 作者: Bieda, K.

Proceedings of the Third International Conference on Mathematics Textbook Research and Development

第三届国际数学教材研究与开发会议论文集

• 发表时间: 2019
• 期刊: Transitioning from print to digital curriculum materials: Promoting mathematical engagement and learning
• 作者: Edson, A.J.

Proceedings of the Fifth ERME Topic Study on Mathematics in the Digital Age

第五届 ERME 数字时代数学专题研究论文集

• 发表时间: 2018
• 期刊: N. Gronbaek & A. Trgalova (Eds.
• 作者: Edson, A.J.