Collaborative Research: Mathematics Immersion for Secondary Teachers at Scale

合作研究：大规模中学教师数学沉浸式教学

• 批准号: 1719554
• 负责人: Daniel Heck
• 金额: $ 82.67万
• 依托单位: Horizon Research Inc
• 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: 2017-07-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1719554&HistoricalAwards=false
• 关键词: Collaborative; Research; Mathematics; Immersion; Secondary

Current reforms in mathematics place new demands on teachers, changing the focus of the mathematics they teach focusing on what it means to do mathematics, not just learn facts and methods that are the results of the work of others. Teachers need strong professional development to meet these new demands. The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12). The project will provide mathematics immersion experience to over 300 teachers at 56 sites across the country. Over the course of two years, each of 14 instructors will work with four geographically separated groups of 4-7 teachers, engaging them in mathematics as learners and facilitating conversations that connect the experience to their teaching and professional work. The project will provide the field a concrete model for modern practice-based mathematics immersion, conducted at scale. The model has the potential to broaden participation in immersive professional development experiences, offering opportunities to greater numbers of teachers and expanding the diversity of school contexts affected. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The research questions will investigate fidelity of course implementation and differences in enactment. RQ1. How well can instructors enact the blended course design with fidelity and create immersion experiences in mathematics for participating teachers? RQ2.What variations exist among instructors' enactment of the courses? What explains differences in enactment, and how do they relate to teachers' experiences in the courses? RQ3. What is the impact of the professional development on teachers' (a) mathematical habits of mind, (b) beliefs about the nature of mathematics and mathematics teaching, and (c) engagement in their professional mathematics community? RQ4. What is the impact of the professional development on teachers' instructional practices, particularly on the types of investigative mathematics learning experiences that teachers provide for students? The project will use established measures to research the effects of these experiences on teachers' content knowledge, mathematical habits of mind, beliefs about mathematics, involvement in a professional community, and teaching practices. The first two research questions will be answered through qualitative data analysis of session enactment logs, video-recorded course sessions, and interviews. The second two research questions will be addressed through repeated measures analysis, with all teachers assessed three times over the course of the project. For research question 3, the outcome measures will be total and scale scores of the measures of teachers' knowledge, preparedness to teach mathematics, and beliefs. Additionally, qualitative analysis of interview data will explore trends in the frequency and nature of teachers' engagement over time. For research question 4, the outcome measures will be teaching practices with qualitative analysis of observations and interviews.

当前的数学改革对教师提出了新的要求，改变了他们教授数学的重点，重点是做数学意味着什么，而不仅仅是学习他人工作的结果。教师需要强大的专业发展，以满足这些新的要求。该项目的目标是通过创建和测试混合在线课程的设计原则，为该领域提供一个具有成本效益的模式，以以前不可能的方式进行密集的基于内容的专业发展，除了通过昂贵的面对面模式。团队成员将设计，实施和研究数学专业发展沉浸式体验的影响，为实践中学教师（7-12年级）。该项目将为全国56个地点的300多名教师提供数学沉浸式体验。在两年的时间里，14名教师中的每一位都将与四个地理上分开的4-7名教师小组合作，让他们作为学习者参与数学，并促进将经验与他们的教学和专业工作联系起来的对话。该项目将为该领域提供一个具体的模型，以现代实践为基础的数学沉浸，进行规模。该模式有可能扩大沉浸式专业发展经验的参与，为更多的教师提供机会，并扩大受影响学校环境的多样性。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验依据。研究问题将调查课程实施的保真度和制定的差异。RQ 1.教师如何能忠实地实施混合课程设计，并为参与教师创造沉浸式的数学体验？RQ 2.教师对课程的设定有哪些差异？如何解释制定中的差异，以及它们如何与教师在课程中的经验有关？RQ 3.专业发展对教师的（a）数学思维习惯，（B）对数学和数学教学本质的信念，以及（c）对专业数学社区的参与有什么影响？RQ 4.专业发展对教师的教学实践，特别是对教师为学生提供的研究性数学学习经验的类型有什么影响？该项目将使用既定的措施来研究这些经验对教师的内容知识，数学思维习惯，对数学的信念，参与专业社区和教学实践的影响。前两个研究问题将通过对课程制定日志、录像课程和访谈的定性数据分析来回答。后两个研究问题将通过重复测量分析来解决，在项目过程中对所有教师进行三次评估。对于研究问题3，结果测量将是教师的知识，准备教数学和信念的措施的总分和量表得分。此外，访谈数据的定性分析将探索教师参与的频率和性质随时间的趋势。对于研究问题4，结果措施将是教学实践与观察和访谈的定性分析。

项目成果

Teachers Collaborating in Communities of Mathematics Immersion

教师在数学沉浸社区中进行合作

• 发表时间: 2020
• 期刊: ICMI Study 25 Conference Proceedings: Teachers of Mathematics Working and Learning in Collaborative Groups
• 作者: Heck, Daniel J.;Hoover, Pippa;Gordon, Evelyn G.;McLeod, Matthew
• 通讯作者: McLeod, Matthew