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Collaborative Research: Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools

合作研究：中学数学的做、理解、学和教育

基本信息

批准号：
1726707
负责人：
Howard GOBSTEIN
金额：
$ 54.31万
依托单位：
Association of Public and Land-Grant Universities
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：
2017-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726707&HistoricalAwards=false
关键词：
Collaborative Research Mathematics Doing Understanding

项目摘要

Preparing students to make contributions in the fields of science, statistics, mathematics, and technology is critical for our country to remain a world leader. To accomplish this, it is important for our middle and high school mathematics teachers to be well prepared for teaching mathematics. The Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools (MODULE(S2)) project will create course materials that will be used to develop preservice teachers' mathematical knowledge as it relates specifically to the work of teaching geometry, statistics, algebra, and modeling. These modules will be used in university mathematics courses and piloted with faculty at universities and colleges of all types across the United States. The project will promote effective instruction by offering professional development activities for faculty using the modules during the summers and the school year. Additionally, the project will investigate the impact of instruction with the modules on preservice teachers' knowledge and inform nationwide efforts in teacher education. This five year project will build on efforts by the Mathematics Teacher Education Partnership (MTE-P) to create a gold standard for the preparation of secondary mathematics teachers across its 90 member universities.Evidence has mounted in recent decades that to implement sound mathematics instruction, teachers must possess understandings of content that are specifically applied in the work of teaching (mathematical knowledge for teaching - MKT). To develop MKT, preservice teachers need opportunities to use mathematical knowledge to recognize, respond to, and understand mathematical issues that arise in the context of teaching. Findings from small pilots with initial geometry and statistics modules developed by the project indicate an increase in preservice secondary teachers' MKT. MODULE(S2) will expand these materials and examine the conditions of instruction that impact preservice teachers' MKT, development of MKT, and expectancy and value in using MKT as a resource for teaching. The project will use mixed methods to provide empirically-based accounts of how factors of quality of instruction and of instructional resources impact preservice teachers' MKT. In addition, results will be used multiple times per year to improve the MODULE(S2) materials through improvement cycles carried out as a part of the Networked Improvement Community design. 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.

培养学生在科学，统计，数学和技术领域做出贡献是我们国家保持世界领先地位的关键。要做到这一点，对我们的初中和高中数学教师来说，重要的是要做好数学教学的准备。“中学数学实践、理解、学习和教育”项目将编制课程材料，用于发展中学教师的数学知识，因为它特别涉及几何、统计、代数和建模教学工作。这些模块将用于大学数学课程，并在美国所有类型的大学和学院的教师中进行试点。该项目将通过在夏季和学年为使用这些模块的教师提供专业发展活动，促进有效教学。此外，该项目还将调查使用这些模块进行教学对小学教师知识的影响，并为全国范围内的教师教育工作提供信息。这个为期五年的项目将建立在数学教师教育伙伴关系（MTE-P）的努力之上，为90所成员大学的中学数学教师培养创造一个黄金标准。近几十年来，越来越多的证据表明，要实施合理的数学教学，教师必须了解专门应用于教学工作的内容（教学数学知识）。为了发展MKT，数学教师需要有机会使用数学知识来识别，应对和理解教学中出现的数学问题。该项目开发的初始几何和统计模块的小型试点的结果表明，职前中学教师的MKT有所增加。教育部（S2）将扩充这些材料，并审查影响副教师MKT的教学条件、MKT的发展以及使用MKT作为教学资源的期望和价值。该项目将使用混合的方法来提供教学质量和教学资源的因素如何影响副教师的MKT的基于实验的帐户。此外，每年将多次使用结果，通过作为网络改进社区设计的一部分而进行的改进周期来改进MOPITAL（S2）材料。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的更广泛的教师准备目标保持一致。