Prospective Elementary Teachers Making for Mathematical Learning

教师知道和相信什么是他们在课堂上所能做的事情的核心。这项研究采用了一种创新的方法来记录如何通过将设计经验融入到职前数学教育中来提高教师的知识。参与这项研究的未来教师将使用数字和制造技术(例如，3D打印机和激光切割器)来设计和使用K-6数学学习的机械手。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，由于更多的学校和学生可以使用3D制作能力，教师教育可以利用这些能力来为教师利用这些资源做好准备。该团队之前的研究表明，制作操纵性工具的过程如何支持未来的教师学习数学，以及如何教授初级数学概念。该项目将为其他小学教师教育项目和关于未来小学教师如何学习教学数学的研究提供资源。探索研究K-12计划(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K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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经验证明。该项目包括三个研究问题。首先，当未来的小学教师进行新的操作并编写相应的任务来支持数学的教与学时，带来了哪些形式的知识？第二，未来的小学教师在进行新的操作和编写任务以支持数学教与学的过程中，数学教学知识是如何发展的？第三，当未来的小学教师进行新的操作和编写任务来支持数学的教和学时，他们如何看待自己与制造、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，包括设计、执行、分析和重新设计的循环，以创建侧重于数学操作的教师教育课程模块。数据收集将包括课堂录像、参与者观察、实地笔记、参与者设计机械手的人工制品，以及用于教学的数学知识评估。定性分析将使用之前关于数学教师知识和身份发展的研究的多个框架。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.