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.

这项用于参与学生学习项目的ISE开发和实施解决了改善本科生中学数学教师的准备的迫切需求。该项目将测试旨在加快潜在教师设计和实施公平学习环境的现场体验模型的实施，从而从他们的教学职业开始就可以增强数学的理解和成就。该项目将研究大学教学经验（UTE）模型的实施，其中二级潜在教师在本科数学课程的早期就在他们的准备计划中接受了数学教师教育工作者提供的指导。增强新手数学老师的早期现场体验可以更好地为他们的最初练习做好准备。由于高需求的学校在很大程度上雇用了早期的职业老师，因此在高需求学校中的学生成绩取决于确保新手在进入该职业后立即为雄心勃勃的教学做好准备。 该项目涉及在三个不同的教师准备课程（密歇根州立大学，宾夕法尼亚州立大学和特拉华大学）进行的合作研究，以实现两个广泛的目标：（1）评估UTE模型的可移植性到广泛的大学教师准备机构，以及（2）既有量化和合理数据，又可以满足PST的培训，以培养他们的教学和他们的教学和他们的知识，以培养他们的知识和他们的知识，并为他们提供了一项教学和他们的知识。数据收集将包括在UTE期间两次对PST教学的视频记录，并在PST随后的学生教学安置期间两次进行教学，以确定UTE经验对二级数学课堂实践的影响。此外，参与者将完成对代数教学知识的评估，并在他们的UTE经验期间参加访谈。将来自三个实施站点中两个的对照组数据与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模型的可伸缩性，将收集和分析参与UTE的数学课程的学生的最终年级数据以及实施工件，例如每个机构的教学大纲。研究结果将为领域提供有关潜在教师的知识和代数教学实践如何在其准备计划中受过指导的教学经验的影响的信息。特别是，这项研究是第一个研究潜在教师对数学教学专业义务的理解，这些义务指导教师决策是由于参与这种早期的现场经验而发展的。最后，这些发现将通过提供教师准备课程的模型，与其他入门的本科课程合作，为教师教育等其他学科领域的准备提供信息。罗伯特·诺伊斯（Robert Noyce）教师奖学金计划正在为该项目提供共同资助，以表彰其与Noyce努力的更广泛的教师准备目标的一致性。

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.

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

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.

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