Collaborative Research: Hybrid Professional Development to Enhance Teachers' Use of Bootstrap

出于各种原因，将计算和数学相结合对不同的利益相关者具有吸引力。对于数学教育界，计算提供了一种数学概念的应用，可以加强教师和学生的数学理解；对于计算机科学(CS)教育界，一体化使所有学生能够平等地获得计算机教育；对于州委员会和地区，一体化适应人员和课程限制，同时针对多个学科的核心学习目标。Bootstrap是一门整合了计算机科学和代数的全国性课程。Bootstrap目前针对数学教师的专业发展(PD)计划是一个为期3天的面对面活动，假设教师对代数函数有点熟练。Bootstrap和全国数学教师委员会(NCTM)都观察到，一些教师对函数的掌握很弱。学区喜欢更短的面对面PD，以降低人员成本并增加灵活性。该项目将使用混合PD模式来满足这两种需求。同时，该项目将研究如何为对函数的理解、追求PD的目标以及对数学、计算、数学/CS集成和学生思维的兴趣不同的教师量身定做在线内容。这个研究人员-从业者合作团队包括Bootstrap、NCTM(特别是它的数学论坛团队，它在在线培训方面拥有专业知识)、布朗大学、斯沃斯莫尔学院、俄克拉何马州中学数学和计算教育部门以及德克萨斯州的学区。共有270名中学数学教师-大多数来自农村地区或为我们合作地区的美洲原住民或西班牙裔学生服务-将参与该项目下的Bootstrap PD。假设典型的采用率，仅在项目期内，这些教师就应该能接触到6000名学生。将Bootstrap内容构建到数学论坛中，将使数千名NCTM教师接触到整合数学/CS课程的潜力。该团队将利用基于设计的研究，为Bootstrap教师开发和部署混合PD模式和在线支持社区，增强Bootstrap PD以加强教师对代数函数的理解，并进行准实验研究，以指导通过PD的不同路径的设计。本项目将研究如何提高教师对计算机科学的理解，同时提高他们的数学能力。特别是，该项目将探索CS提高教师对代数函数的理解的可能性。该项目还将研究如何使教师的兴趣变得明显和有用，以提高教师在综合计算机和数学发展中的参与和学习。结果应该适用于Bootstrap以外的综合项目，建议制定策略来定制PD以服务于更多教师。

Integrating computing and mathematics appeals to various stakeholders for a variety of reasons. For the mathematics education community, computing offers an application of mathematics concepts that may strengthen teachers' and students' mathematical understanding; for the computer science (CS) education community, integration enables equitable access to computing education for all students; for state boards and districts, integration accommodates staffing and curricular constraints while targeting core learning objectives in multiple disciplines. Bootstrap is a nationally-deployed curriculum that integrates computer science and algebra. Bootstrap's current professional development (PD) program for math teachers is a 3-day in-person event which assumes that teachers are somewhat facile with algebraic functions. Both Bootstrap and the National Council for Teachers of Mathematics (NCTM) have observed that some teachers have a weak command of functions. School districts would prefer a shorter in-person PD to reduce staffing costs and increase flexibility. This project will use a hybrid PD model to address both needs. Simultaneously, the project will research ways to tailor the online content to be effective for teachers who differ in their understanding of functions, goals for pursuing PD, and interest in mathematics, computing, math/CS integration, and student thinking. This Researcher-Practitioner Partnership team includes Bootstrap; NCTM (specifically its Math Forum team, which has expertise in on-line training); Brown University; Swarthmore College; the Oklahoma State Division of Secondary Mathematics and Computing Education and school districts in Texas. A total of 270 middle-school math teachers---a majority from rural areas or serving Native American or Hispanic students in our partnering regions---will participate in Bootstrap PD under this project. Assuming typical adoption rates, these teachers should reach 6,000 students within the project period alone. Building Bootstrap content into the Math Forum will expose thousands of NCTM's teachers to the potential of integrated math/CS curricula. The team will use design-based research to develop and deploy a hybrid PD model and online support community for Bootstrap teachers, augment Bootstrap PD to reinforce teachers' understanding of algebraic functions, and conduct quasi-experimental studies to inform the design of different pathways through the PD. This project will study how to develop teachers' understanding of CS while also strengthening their math proficiency. In particular, the project will explore the possibilities for CS to improve teachers' understanding of algebraic functions. The project also will study ways in which teachers' interest can be made visible and useful in improving engagement and learning in integrated CS and mathematics PD. The results should apply to integrative programs beyond Bootstrap, suggesting strategies to tailor PD to serve more teachers.