Prospective Elementary Teachers Making for Mathematical Learning

教师所知道和相信的是他们在课堂上所能做的事情的核心。本研究采用一种创新的方法来记录如何通过将设计经验纳入职前数学教育来提高教师的知识。参与这项研究的未来教师将使用数字和制造技术（如3D打印机和激光切割机）来设计和使用K-6数学学习的教具。该项目的目标包括描述这种经历如何影响未来教师的知识和身份，同时为教师教育创建课程。此外，由于越来越多的学校和学生有机会获得3D制作能力，教师教育可以利用这些能力来准备教师利用这些资源。该团队先前的研究表明，制作操作的过程如何支持未来的教师学习数学以及如何教授基础数学概念。该计划将为其他小学教师教育计划提供资源，并研究未来小学教师如何为教学而学习数学。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该项目包括三个研究问题。首先，未来的小学教师在制定新的教具和编写相应的任务来支持数学的教与学时，会带来哪些形式的知识？第二，未来的小学教师在制定新的教具和写作任务以支持数学教与学的过程中，他们的数学教学知识是如何发展的？第三，当未来的小学教师制作新的教具和写作任务来支持数学的教与学时，他们如何看待自己与制作、数学和数学教学的关系？该项目将采用以设计为基础的研究方法，以设计、制定、分析和重新设计为周期，为教师教育创建课程模块，重点是使数学成为教具。数据收集将包括课堂视频记录、参与者观察、现场笔记、参与者设计的教具以及对教学数学知识的评估。定性分析将使用先前关于数学教师知识和认同发展研究的多个框架。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

What teachers know and believe is central to what they can do in classrooms. This study takes an innovative approach to documenting how teacher knowledge can be enhanced by incorporating a design experience into pre-service mathematics education. The study's participating prospective teachers will use digital and fabrication technologies (e.g., 3D printers and laser cutters) to design and use manipulatives for K-6 mathematics learning. The goals of the project include describing how this experience influences the prospective teachers' knowledge and identities while creating curriculum for teacher education. Also, because more schools and students have access to 3D fabrication capabilities, teacher education can utilize these capabilities to prepare teachers to take advantage of these resources. Prior research by the team demonstrated how the process of making a manipulative can support prospective teachers in learning about mathematics and how to teach elementary mathematics concepts. The project will generate resources for other elementary teacher education programs and research about how prospective elementary teachers learn mathematics for teaching. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The project includes three research questions. First, what forms of knowledge are brought to bear as prospective elementary teachers make new manipulatives and write corresponding tasks to support the teaching and learning of mathematics? Second, how does prospective elementary teachers' knowledge for teaching mathematics develop as they make new manipulatives and write tasks to support the teaching and learning of mathematics? Third, as prospective elementary teachers make new manipulatives and write tasks to support the teaching and learning of mathematics, how do they see themselves in relation to the making, the mathematics, and the mathematics teaching? The project will employ a design-based research methodology with cycles of design, enactment, analysis and redesign to create curriculum modules for teacher education focused on making mathematics manipulatives. Data collection will include video recording of class sessions, participant observation, field notes, artifacts from the participants' design of manipulatives, and assessments of mathematical knowledge for teaching. A qualitative analysis will use multiple frameworks from prior research on mathematics teacher knowledge and identity development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.