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

这项研究将提供关于如何使用数字课程平台支持学生学习和参与数学的知识。该项目的目标是研究如何在数字平台上使用开放式问题和“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学数字课程。“即时”支持将为学生提供在解决开放问题时寻求帮助的选项，或者让教师有机会根据需要为分组工作的学生生成提示。数字环境为一小群学生提供了一个机会，让他们处理具有挑战性的任务，并决定何时需要帮助。该项目建立在广泛采用的中学数学课程和任务的基础上，这些课程和任务正在一系列环境中使用。该项目将考察中学生的数学学习和创造性的纪律投入，以及教师在课堂环境中的角色。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。研究将调查三个问题。(1)如何在具有开放问题和“即时”支持的数字学习环境中培养高效的学科参与？如何提高学生的数学学习？(2)在一系列相关的问题和课程目标的关键发展点上，生产性学科参与和学生数学学习的本质是什么？(3)当教师使用开放问题和“即时”支持时，他们利用什么信息？教师如何针对具体问题调整支持？它位于一个以设计为基础的研究框架内，研究依赖于多种定性和定量的数据来源。该项目将经历三个设计周期：与学生一起进行原型测试，以调查作为构思的富有成效的纪律参与；基于课堂的试点测试，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景问题化为问题，如何通过学生在对话中的定位在一个小组中形成想法，以及学生如何使用纪律规范和论点来表达自己的想法。学生与该工具的互动，特别是“即时”支持将被纳入，以了解想法是如何发展的。评估将被用来记录学生学习数学的情况。教师的角色将通过课堂视频、访谈和其他教学人工制品进行分析。

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.