Collaborative Research: Investigating Early Field Experiences for Prospective Mathematics Teachers through the University Teaching Experience Model

合作研究：通过大学教学经验模型调查未来数学教师的早期现场经验

• 批准号: 1725910
• 负责人: Kristen Bieda
• 金额: $ 80.49万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1725910&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Early; Field

This IUSE Development and Implementation for Engaged Student Learning project addresses the urgent need to improve the preparation of undergraduate prospective secondary mathematics teachers. The project will test the implementation of a field experience model designed to accelerate prospective teachers' capacity to design and implement equitable learning environments that enhance understanding and achievement in mathematics from the start of their teaching careers. The project will research the implementation of the University Teaching Experience (UTE) model where secondary prospective teachers assume teaching responsibility in an undergraduate mathematics course early in their preparation program with mentoring provided by mathematics teacher educators. Enhancing early field experiences for novice mathematics teachers can better prepare them for their initial years of practice. Since high-needs schools largely employ early career teachers, improving student outcomes in high-need schools depends upon making sure that novices are well-prepared for ambitious teaching as soon as they enter the profession. This project involves collaborative research across three different teacher preparation programs (Michigan State University, The Pennsylvania State University, and University of Delaware) to achieve two broad aims: (1) assess the portability of the UTE model to a wide range of university-based teacher preparation institutions and (2) gather both quantitative and qualitative data to investigate the development of PSTs' knowledge about teaching and their teaching practice as a result of participating in the UTE. Data collection will include videorecorded observations of PSTs' teaching twice during the UTE with follow-up observations of teaching twice during the PSTs' subsequent student teaching placement to determine the influence of the UTE experience on practice in secondary mathematics classrooms. Additionally, participants will complete pre and post-assessment of their knowledge of algebra teaching and participate in interviews during their UTE experience. Control group data from two of three implementation sites will be compared to UTE participants' data to assess the effectiveness of the UTE. Finally, to determine the scalability of the UTE model, final grade data for students enrolled in the mathematics courses involved in the UTE will be collected and analyzed, along with artifacts of implementation, such as syllabi from each institution. Research findings will inform the field about how the prospective teachers' knowledge and algebra teaching practices are influenced by mentored teaching experiences early in their preparation program. In particular, this study is among the first to examine how prospective teachers' understanding of the professional obligations of mathematics teaching that guide teacher decision making develop as a result of participating in such early field experiences. Finally, the findings will inform teacher preparation in other subject areas, such as science education, by providing a model for teacher preparation courses to partner with other introductory undergraduate courses that also serve as gateways to STEM degrees. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.

国际教育、科学及文化组织发展和实施参与式学生学习项目解决了改善本科准中学数学教师准备工作的迫切需要。该项目将测试实地经验模式的实施情况，该模式旨在提高准教师设计和实施公平学习环境的能力，从而从他们的教学生涯开始就提高对数学的理解和成就。该项目将研究大学教学经验(UTE)模式的实施，在该模式下，中学准教师在数学教师教育工作者提供指导的情况下，在准备课程的早期承担本科数学课程的教学责任。加强新手数学教师的早期实践经验，可以更好地为他们最初几年的实践做准备。由于高需求学校主要聘用早期职业教师，提高高需求学校的学生成绩取决于确保新手一进入该专业就为雄心勃勃的教学做好充分准备。该项目涉及三个不同的教师培训项目(密歇根州立大学、宾夕法尼亚州立大学和特拉华大学)的合作研究，以实现两个广泛的目标：(1)评估UTE模式在广泛的大学教师培训机构中的可移植性；(2)收集定量和定性数据，以调查参加UTE后PST关于教学的知识及其教学实践的发展情况。数据收集将包括在UTE期间对PSTS教学的两次录像观察，以及在PSTS随后的学生教学安排期间对两次教学的后续观察，以确定UTE经验对中学数学课堂实践的影响。此外，参与者将完成对他们的代数教学知识的事前和事后评估，并在UTE体验期间参加面试。来自三个实施地点中的两个的控制组数据将与UTE参与者的数据进行比较，以评估UTE的有效性。最后，为了确定UTE模式的可扩展性，将收集和分析参加UTE所涉及的数学课程的学生的最终成绩数据，以及实施的人工制品，如每个机构的教学大纲。研究结果将向该领域提供关于未来教师的知识和代数教学实践如何在他们的准备计划早期被指导的教学经验影响的信息。特别是，这项研究是第一次考察未来教师对指导教师决策的数学教学专业义务的理解是如何在参与这种早期实地体验的结果下发展的。最后，研究结果将为其他学科领域的教师准备工作提供参考，如科学教育，为教师准备课程与其他入门本科课程提供模式，这些课程也是获得STEM学位的门户。罗伯特·诺伊斯教师奖学金计划为该项目提供共同资助，以表彰其与诺伊斯努力更广泛的教师培养目标的一致性。

项目成果

Mathematical Errors When Teaching: A Case of Secondary Mathematics Prospective Teachers’ Early Field Experiences

教学中的数学错误：中学数学未来教师的案例——早期实践经验

• 发表时间: 2019
• 期刊: Proceedings of the 22nd Annual Conference on Research in Undergraduate Education
• 作者: Bieda, K.;Voogt, K.
• 通讯作者: Voogt, K.

The UTE model: Developing pre-service teachers’ visions of high-quality mathematics instruction.

UTE 模式：培养职前教师高质量数学教学的愿景。

• 发表时间: 2019
• 期刊: Proceedings of the 41st annual conference for the North American chapter of the International Group for the Psychology of Mathematics Education conference
• 作者: Bieda, K.;Arbaugh, F.;Cirillo, M.
• 通讯作者: Cirillo, M.

Real-time coaching with secondary preservice teachers: The practices of mathematics teacher educators

中学职前教师的实时辅导：数学教师教育者的实践

• DOI: 10.51272/pmena.42.2020-246
• 发表时间: 2020
• 期刊: Mexico
• 作者: Arbaugh, Fran;LaRochelle, Raymond;Do, Seonmi;Cunningham, Azaria;Voogt, Kevin;Cirillo, Michelle;Bieda, Kristen N.
• 通讯作者: Bieda, Kristen N.

The UTE model: Animating pre-service teachers’ visions for student engagement

UTE 模型：激发职前教师对学生参与的愿景

• DOI: 10.51272/pmena.42.2020-275
• 发表时间: 2020
• 期刊: Mexico
• 作者: Gregg, Jonathan;LaRochelle, Raymond;Cunningham, Azaria;Do, Seonmi;Bieda, Kristen;Arbaugh, Fran
• 通讯作者: Arbaugh, Fran

Preparing to elicit student thinking: Supporting PST questioning in an university teaching experience

准备引发学生思考：在大学教学经验中支持 PST 提问

• DOI: 10.51272/pmena.42.2020-264
• 发表时间: 2020
• 期刊: Mexico
• 作者: Orr, Sheila;Bieda, Kristen
• 通讯作者: Bieda, Kristen