Collaborative Research: Preparing to Teach Mathematics with Technology - Examining Student Practice [PTMT-ESP]

准备用技术教数学-检查学生实践（PTMT - ESP）是一个IUSE开发和实施项目。它将解决有文献记载的本科准中学数学教师（psmt）需要拥有强大的技术教学内容知识，以便在未来的课堂中整合基于技术的数学任务。让学生参与有意义的数学任务和利用现有的技术工具已被证明可以改善对数学的态度并增加学习。技术的使用是否会促进学生的学习取决于教师在使用技术工具设计和实施有意义的任务时的决策。这些决定取决于教师对数学、技术和教育学的知识和应用。PTMT - ESP将开发和研究一套视频案例材料，以支持psmt对这一知识的发展。此外，该项目将通过专业学习研讨会和在免费的网络门户网站上分发材料，发展和支持一个由其他大学的数学教师和教育工作者组成的技术社区。中学数学教师需要做好充分的准备，以支持未来几代准备进入STEM领域的学生。通过提高教师在数学课堂上对技术工具的使用，确保教师准备好预测和利用学生对技术背景的理解，这将使学生更好地为追求STEM职业做好准备，以支持国家利益。PTMT- esp是一个跨四个机构的合作项目，它将建立在技术教学内容知识、视频案例教学法和专业注意的理论基础上，以及之前PTMT项目的成功（DUE ​0442319, 0817253, 1123001）&#8203；PTMT-ESP项目将利用基于设计的研究，为psmt创建、完善和研究视频增强材料，以检验中学生在基于技术的代数任务中的真实数学实践。三个目标为项目活动提供了框架。首先，设计和完善了本科数学教育学生的七个课程模块，以考察中学生在从事基于技术的代数任务时的数学实践。第二是实施一项研究性研究，以检验psmt的发展与中学生基于技术的代数实践和他们自己的代数知识的理解有关。三是通过专业学习机会，扩大对现有教师教育者群体的支持。与项目学习材料的创建相对应的研究旨在推进关于如何检查真实的中学生在基于技术的代数任务上的数学实践可以支持未来的中学数学教师发展技术教学内容知识的认识。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。

Preparing to Teach Mathematics with Technology - Examining Student Practice (PTMT - ESP) is an IUSE Development and Implementation project. It will address the documented need for undergraduate prospective secondary mathematics teachers (PSMTs) to possess strong technological pedagogical content knowledge needed to incorporate technology-based mathematics tasks in their future classrooms. Engaging students in meaningful mathematical tasks and capitalizing on available technological tools has been shown to improve attitudes towards mathematics and increase learning. Whether or not the use of technology will enhance students' learning depends on teachers' decisions when using technology tools to design and implement meaningful tasks. These decisions are informed by teachers' knowledge and application of mathematics, technology, and pedagogy. PTMT - ESP will develop and research a set of video case materials to support PSMTs' development of this knowledge. Furthermore, this project will grow and support a community of technology-using mathematics teacher-educators at other universities through professional learning workshops and the distribution of materials on a free web-based portal. Strong preparation of secondary mathematics teachers is needed to support future generations of students prepared to enter STEM fields. Ensuring teachers are prepared to anticipate and draw upon students' understanding in technological contexts by improving their use of technology tools in mathematics classroom will better prepare students to pursue STEM careers, in support of the national interest. PTMT-ESP is a collaborative project across four institutions that will build on the theoretical foundations of technological pedagogical content knowledge, video case pedagogies, and professional noticing, along with the success of previous PTMT projects (DUE ​0442319, 0817253, 1123001)​. The PTMT-ESP project will utilize design-based research to create, refine and study video-enhanced materials for PSMTs to examine secondary students' authentic mathematical practices on technology-based algebraic tasks. Three objectives provide a framework for the project's activities. First is the design and refinement of seven curriculum modules for undergraduate mathematics education students to examine secondary students' mathematical practices when engaging with technology-based algebra tasks. Second is the execution of a research study to examine PSMTs' development related to understandings of secondary students' technology-based algebraic practices and their own algebraic knowledge. Third is the expansion of support for existing teacher educator communities through professional learning opportunities. The research that corresponds with the creation of the project's learning materials aims to advance knowledge about how examining authentic secondary students' mathematical practices on technology-based algebraic tasks can support prospective secondary mathematics teachers' development of technological pedagogical content knowledge.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.