Using Technology to Capture Classroom Interactions: The Design, Validation, and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms

利用技术捕捉课堂互动：针对多元化 K-8 数学课堂的教学工具形成性评估的设计、验证和传播

• 批准号: 1814114
• 负责人: Kathleen Melhuish
• 金额: $ 198.47万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814114&HistoricalAwards=false
• 关键词: Using; Technology; Capture; Classroom; Interactions

An important aspect of mathematics teaching and learning is the provision of timely and targeted feedback to students and teachers on the teaching and learning processes. However, many of the tools and resources focused on providing such feedback (e.g., formative assessment) are aimed at helping students. However, formative assessment of teaching can be equally transformative for teachers and school leaders and is a key component of improved teacher practice. This project will refine, expand and validate a formative assessment tool called Math Habits Tool (MHT) for Kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students. The tablet or computer-based tool is intended for use with teacher leaders, principals, coaches, and others interested in assessing teacher practice in a formative way. The Discovery Research preK-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. 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.This project will continue the development of the MHT through: (1) the integration of an access component; (2) analysis of videos collected during prior studies covering a diverse set of classrooms across the K-8 spectrum; (2) a validation study using validity-argument approach and (3) the development, piloting, and refinement of professional development modules that will guide math educators, researchers, and practitioners in using the MHT effectively as a formative assessment of instruction. The revised MHT will be validated through analyses of video data from a range of K-8 classrooms with varying demographics and contexts such as socio-economic status, language backgrounds, gender, school settings (e.g., urban, rural, suburban), and race, with particular attention to increasing accessibility to mathematics learning by students who are traditionally underserved, including emergent bilingual students. The data analysis plan involves video coding with multiple checks on reliability, dimensionality analysis with optimal scaling, correlation analysis, and hierarchical linear modeling.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.

数学教与学的一个重要方面是向学生和教师提供关于教与学过程的及时和有针对性的反馈。然而，许多专注于提供这种反馈的工具和资源（例如，形成性评估）旨在帮助学生。然而，对教师和学校领导来说，教学形成性评估同样具有变革性，是改进教师实践的关键组成部分。该项目将完善、扩展和验证一种名为数学习惯工具（MHT）的形成性评估工具，适用于幼儿园到八年级的课堂。MHT旨在捕捉和理解当下师生和学生课堂互动的模式，以促进所有学生更公平地获得高质量的数学学习体验。平板电脑或基于计算机的工具是为教师领导、校长、教练和其他有兴趣以形成性的方式评估教师实践的人使用的。探索研究项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，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。该项目将通过以下方式继续发展MHT:(1)集成接入组件；(2)分析在之前的研究中收集的视频，这些视频涵盖了K-8年级的各种教室；(2)使用有效性论证方法的验证性研究；(3)专业发展模块的开发、试点和改进，这些模块将指导数学教育者、研究人员和实践者有效地使用MHT作为教学的形成性评估。修订后的MHT将通过分析一系列K-8教室的视频数据来验证，这些教室具有不同的人口统计和背景，如社会经济地位、语言背景、性别、学校设置（如城市、农村、郊区）和种族，特别关注增加传统上得不到充分服务的学生（包括新兴双语学生）获得数学学习的机会。数据分析方案包括多重可靠性检查的视频编码、最优缩放的维数分析、相关分析和层次线性建模。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。

项目成果

Illuminating purposes of group work through teachers’ language in Everyday mathematics lessons.

通过日常数学课程中教师的语言阐明小组作业的目的。

• 发表时间: 2021
• 期刊: Proceedings of the 43d annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
• 作者: Ellis, B.;Pham, A.;Bianco, K.;Thanheiser, E.
• 通讯作者: Thanheiser, E.

EXPLORING THE RELATIONSHIP BETWEEN QUALITATIVE LESSON SCORES AND QUANTITATIVE QUALITIES OF INDIVIDUAL CODES

探索定性课程分数与单个代码的定量质量之间的关系

• 发表时间: 2022
• 期刊: Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Melhuish, K.;White, A.;Strickland, S.;Wrightsman, E.
• 通讯作者: Wrightsman, E.

Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms

剖析第四至八年级数学课堂中富有成效的数学教学动作

• 发表时间: 2020
• 期刊: 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Melhuish, K.;Strickland, S.;Ellis, B.;Han, S.;Pham, A.;Thanheiser, E.
• 通讯作者: Thanheiser, E.

AN EXPLORATION OF TEACHERS’ WHY-QUESTIONS IN THE MATHEMATICS CLASSROOM

数学课堂上教师“为什么”问题的探索

• 发表时间: 2021
• 期刊: Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Melhuish, K.;Han, S. B.;Sorto, M. A.;Strickland, S.
• 通讯作者: Strickland, S.

USING PROCESS MINING TO ANALYZE TEACHER-STUDENT INTERACTION

使用过程挖掘分析师生互动

• 发表时间: 2021
• 期刊: Proceedings of the 43rd Annual Meeting of PME-NA
• 作者: Melhuish, K.;Koehne, C.;Elils, B.
• 通讯作者: Elils, B.