Prospective Elementary Teachers Making for Mathematical Learning

教师所知道和相信的是他们在课堂上能做什么的核心。本研究采用了一种创新的方法来记录如何将设计经验融入职前数学教育，以提高教师的知识。参与这项研究的未来教师将使用数字和制造技术（例如，3D打印机和激光切割机）来设计和使用K-6数学学习的操作工具。该项目的目标包括描述这种经验如何影响未来教师的知识和身份，同时创建教师教育课程。此外，由于越来越多的学校和学生可以获得3D制造能力，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，制作操纵性的过程如何支持未来的教师学习数学以及如何教授小学数学概念。该项目将为其他小学教师教育项目和未来小学教师如何学习数学教学的研究提供资源。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），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验依据。该项目包括三个研究问题。第一，什么形式的知识带来承担作为未来的小学教师作出新的操作和编写相应的任务，以支持数学的教学和学习？第二，未来的小学教师的数学教学知识是如何发展的，因为他们制定新的操作和编写任务，以支持数学的教学和学习？第三，作为未来的小学教师，使新的操作和编写任务，以支持数学的教学和学习，他们如何看待自己的关系，数学，数学教学？该项目将采用一种基于设计的研究方法，包括设计、制定、分析和重新设计的周期，以创建专注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，现场笔记，从参与者的操作设计的文物，和数学知识的教学评估。定性分析将使用数学教师知识和身份发展的先前研究的多个框架。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

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.