Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education

中间的视频：数学教师教育的灵活数字体验

• 批准号: 1720507
• 负责人: Nanette Seago
• 金额: $ 298.75万
• 依托单位: WestEd
• 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 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720507&HistoricalAwards=false
• 关键词: Video; Middle; Flexible; Digital; Experiences

This work focuses on a practical problem in mathematics education; supporting teacher professional development for algebra teaching. The project will design and develop a web-based form of professional development and teacher education for learning and teaching algebra in middle school. The project is a 4-year Design and Development project within the Teaching Strand. Forty modules are planned that will provide focus and structure to an online professional development experience. These modules follow an explicit learning trajectory in which a video clip is used in the middle of an online teacher learning experience composed of mathematical problem solving, video analysis of classroom practice, and pedagogical reflection. Within each module activity, a teacher experiences a consistent set of activities. Before and after teachers watch each video clip, they engage in activities designed to immerse them deeply in both the mathematics content and the focal instructional components. The study has the potential to advance the knowledge of the use of educational data mining into the research and development of teacher education materials. In researching both the design and impact of the materials this project may offer implications for others interested in designing online professional development and teacher education materials. The Discovery Research preK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through research and development of innovative resources, models, and tools. 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 professional development is rooted in refining and consistently examining best practices in developing the teacher materials. The study investigates the design and impact of the materials which can support others who are interested in designing digital professional development. The project will employ the use of data analytics to discover what video-based modules users choose to use first, the sequence in which they use the modules, and the modules they don't choose. The modules will include three delivery formats to meet the variety of teacher learning needs (individual self-paced, group-paced, facilitated/structured course) and offer flexible pathways and sequences of multiple modules for professional development providers and teacher educators to use in their own contexts. Moreover, the project includes a plan to make the modules available through open access for professional developers and educators. The project contains a robust plan for evaluating the effectiveness of the professional development. In Year 3, a randomized controlled trial pilot efficacy study is planned to address the impact of teachers' participation in the group-paced delivery and facilitated course form format on their mathematics knowledge for teaching and teaching practice as well as the overall impact on their students' performance. The project has a strong focus on the practical problem of supporting teachers' knowledge of linear functions, expressions, and equations as well as how various representations are connected and linked.

这项工作关注数学教育中的一个实际问题；支持教师代数教学的专业发展。该项目将设计和开发一种基于网络的专业发展和教师教育形式，用于中学代数的学习和教学。该项目是教学领域内为期 4 年的设计和开发项目。 计划有四十个模块，为在线专业发展体验提供重点和结构。这些模块遵循明确的学习轨迹，其中在在线教师学习体验中使用视频剪辑，其中包括数学问题解决、课堂实践的视频分析和教学反思。在每个模块活动中，教师都会经历一组一致的活动。教师观看每个视频剪辑之前和之后，他们都会参与一些旨在让他们深深沉浸在数学内容和重点教学部分中的活动。该研究有可能将教育数据挖掘的使用知识推进教师教育材料的研究和开发。在研究材料的设计和影响时，该项目可能会对其他有兴趣设计在线专业发展和教师教育材料的人提供启示。 Discovery Research preK-12 计划旨在通过创新资源、模型和工具的研究和开发，显着增强 preK-12 学生和教师对科学、技术、工程和数学的学习和教学。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。专业发展植根于完善和不断检查开发教师材料的最佳实践。该研究调查了材料的设计和影响，这些材料可以为对设计数字专业发展感兴趣的其他人提供支持。该项目将利用数据分析来发现用户首先选择使用哪些基于视频的模块、他们使用这些模块的顺序以及他们不选择的模块。这些模块将包括三种交付格式，以满足各种教师的学习需求（个人自定进度、小组进度、便利/结构化课程），并为专业发展提供者和教师教育者在自己的环境中使用提供灵活的途径和多个模块的顺序。此外，该项目还计划通过开放方式向专业开发人员和教育工作者提供这些模块。该项目包含一个用于评估专业发展有效性的强有力的计划。在第三年，计划进行一项随机对照试验试点功效研究，以解决教师参与小组进度授课和简化课程形式对其教学数学知识和教学实践的影响，以及对学生表现的总体影响。该项目重点关注支持教师了解线性函数、表达式和方程以及各种表示方式如何相互连接的实际问题。

项目成果

How to translate professional learning into virtual settings.

如何将专业学习转化为虚拟环境。

• 发表时间: 2023
• 期刊: The learning professional
• 作者: Neumayer DePiper, Angela Knotts

Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge

基于异步视频的学习环境设计对教师注意力和数学知识的影响

• 发表时间: 2021
• 期刊: Journal of higher education theory and practice
• 作者: Seago, N.;Knotts, A.
• 通讯作者: Knotts, A.

ASYNCHRONOUS MATHEMATICS PD: DESIGN AND FACILITATION FORMAT EFFECTS ON TEACHER LEARNING

异步数学 PD：设计和促进形式对教师学习的影响

• 发表时间: 2022
• 期刊: PME
• 作者: Seago, N.;Knotts, A.;Neumayer DePiper, J.
• 通讯作者: Neumayer DePiper, J.

Designing Flexible, Asynchronous Online Professional Development to Impact Teacher Learning and Practice

设计灵活、异步的在线专业发展以影响教师的学习和实践

• DOI: 10.21125/iceri.2020.0311
• 发表时间: 2020
• 期刊: ICERI Intenational Conference on Educational Research and Innovation Conference Proceedings
• 作者: Seago, N.;Knotts, A.
• 通讯作者: Knotts, A.