Collaborative Research: Community and Teacher Teams Investigate Equitable Noticing and Dispositions

该项目将研究教师如何让广泛的学习者参与严格的数学活动。本研究的一个重要组成部分是设计和研究数学教师的学习过程，以关注学生的数学推理和参与学习。这项工作的一个特别重点是调查教师如何从公平的角度关注学生在课堂上的参与。该项目的三个目标包括：探索教师的背景，课堂注意，和教学之间的关系;调查教师的专业发展模式;和设计工具，以支持其他数学教师在学习注意他们的学生？长处.该项目将涉及社区领导人作为参与者的专业发展，以使学生参与数学课堂的学生？社区和文化。该项目由NSF的EHR核心研究（ECR）计划支持。ECR课程强调基础STEM教育研究，产生该领域的基础知识。教师注意是数学教学的核心组成部分。这项研究是位于学习和发展的社会文化理论，在课堂上注意到参与社会和文化社区的连接模式。本研究的目标是将这一框架扩展到使用基于社区的设计方法来注意数学课堂中的公平。本研究包括三个研究问题。(1)中学数学教师的气质、注意行为与数学教学有何关系？(2)哪些活动、工具和框架支持教师学会注意公平？(3)基于社区的设计模式如何加强注意公平的概念化和教师学习工具/框架的开发？该项目将包括与社区领导人合作，为两批中学教师设计专业发展方案。该项目还将开发研究工具，可用于调查教师注意数学公平的其他项目。收集的数据将包括教师访谈，教师和社区领导人在专业发展（包括夏季设计charrettes）互动的视频文件，其他文件和工具和资源的设计，以及其他定性数据的工件。数据分析将使用多种框架。

The project will examine how teachers can engage a broad range of learners in rigorous mathematical activity. A significant component of this work is designing and investigating a process of mathematics teachers' learning to attend to students' mathematical reasoning and participation in their learning. A particular focus of the work will be investigating how teachers' pay attention to student engagement in their classrooms from an equity perspective. The three goals of the project include exploring the relation between teachers' backgrounds, classroom noticing, and instruction; investigating a professional development model for teachers; and designing tools to support other mathematics teachers in learning to notice their students? strengths. The project will involve community leaders as participants in the professional development in order to relate student engagement in the mathematics classroom to students? communities and cultures. 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.Teacher noticing is a central component of mathematics teaching. The study is situated in sociocultural theories of learning and development that connect patterns of noticing in the classroom to participation in social and cultural communities. The goal of the study is to extend this framework to noticing for equity in the mathematics classroom using a community-based design approach. The study includes three research questions. (1) What is the relation between the dispositions, noticing practices, and mathematics instruction of secondary mathematics teachers? (2) What activities, tools and frameworks support teachers in learning to notice for equity? (3) How can a community-based design model enhance the conceptualization of noticing for equity and the development of tools/frameworks for teacher learning? The project will include the design of a professional development for two cohorts of secondary teachers in collaboration with community leaders. The project will also develop tools for research that can be used in other projects that investigate teacher noticing for equity in mathematics. Data collected will include teacher interviews, video documentation of teacher and community leader interactions in professional development (including summer design charrettes), other documents and artifacts from the design of tools and resources, and other qualitative data. Multiple frameworks will be used for data analysis.