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.

IUSE 的“学生参与学习项目的开发和实施”解决了提高本科生未来中学数学教师准备工作的迫切需要。该项目将测试现场经验模型的实施情况，该模型旨在提高未来教师设计和实施公平学习环境的能力，从而从教学生涯一开始就增强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，在该模式中，中学未来教师在其准备计划的早期承担本科数学课程的教学责任，并由数学教师教育工作者提供指导。增强数学新手教师的早期现场经验可以更好地为他们最初几年的实践做好准备。由于高需求学校主要聘用早期职业教师，因此提高高需求学校的学生成绩取决于确保新手在进入该行业后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，以实现两大目标：(1) 评估 UTE 模型对各种大学教师培训机构的可移植性；(2) 收集定量和定性数据，以调查 PST 因参加 UTE 而获得的教学知识和教学实践的发展。数据收集将包括对 PST 在 UTE 期间两次教学的录像观察以及对 PST 随后的学生教学安置期间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，参与者将完成代数教学知识的前后评估，并在 UTE 体验期间参加面试。来自三个实施地点中的两个的对照组数据将与 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 模型的可扩展性，将收集和分析参加 UTE 数学课程的学生的最终成绩数据，以及实施的工件，例如每个机构的教学大纲。研究结果将告知该领域未来教师的知识和代数教学实践如何受到准备计划早期指导教学经验的影响。特别是，这项研究是第一个研究未来教师对指导教师决策的数学教学专业义务的理解如何通过参与此类早期现场经验而发展的研究之一。最后，研究结果将为其他学科领域（例如科学教育）的教师准备提供信息，为教师准备课程提供一个模型，与其他本科入门课程（也作为通往 STEM 学位的门户）合作。罗伯特·诺伊斯教师奖学金计划正在为该项目提供共同资助，以表彰其与诺伊斯努力的更广泛的教师培训目标的一致性。

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