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

培养学生在科学、统计、数学和技术领域做出贡献，对我国保持世界领先地位至关重要。要做到这一点，对我们的初中和高中数学教师来说，做好数学教学的准备是很重要的。中学数学：做、理解、学习和教育(单元(S2))项目将创建课程材料，用于发展职前教师的数学知识，因为它特别与几何、统计、代数和建模的教学工作有关。这些模块将在大学数学课程中使用，并在全美所有类型的大学和学院的教职员工中进行试点。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来促进有效的教学。此外，该项目还将调查带模块教学对职前教师知识的影响，并为全国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)努力的基础上，为其90所成员大学的中学数学教师的培养创造一个黄金标准。近几十年来有越来越多的证据表明，要实施良好的数学教学，教师必须对教学工作中专门应用的内容(用于教学的数学知识-MKT)有理解。为了发展MKT，职前教师需要有机会利用数学知识来识别、回应和理解教学中出现的数学问题。由该项目开发的具有初始几何和统计模块的小规模试点的调查结果表明，职前中学教师的MKT有所增加。单元(S2)将扩展这些材料，并考察影响职前教师MKT的教学条件、MKT的发展，以及将MKT用作教学资源的期望和价值。该项目将使用混合方法，对教学质量和教学资源的因素如何影响职前教师的MKT提供基于经验的描述。此外，作为网络改进社区设计的一部分，每年将多次使用成果，通过改进周期来改进单元(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更广泛的教师培养目标的一致性。

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.