Strengthening Middle School Mathematical Argumentation through Teacher Coaching: Bridging from Professional Development to Classroom Practice

通过教师指导加强中学数学论证：从专业发展到课堂实践的桥梁

• 批准号: 1907561
• 负责人: Teresa Lara-Meloy
• 金额: $ 299.98万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907561&HistoricalAwards=false
• 关键词: Strengthening; Middle; Mathematical; Argumentation; through

The Bridging Professional Development project is a professional learning experience for middle school teachers to support them in developing five mathematical practices in their teaching focused on mathematical argumentation. These practices are: create mathematical arguments, use appropriate tools strategically, look for and make use of structure, attend to precision, and look for and express regularity in repeated reasoning. Mathematics argumentation is an important component of complex problem solving and supporting students in understanding the why, not just the how, of mathematics. The professional development intervention consists of summer workshop focused on approximations of teaching practice, and coaching during the school year. The coaching component includes face-to-face coaching and a video-based tool that allows teachers and coaches to engage with records of classroom interactions. The project expands the successful Bridging professional development work by adding four additional mathematical practices that relate to argumentation, adding the coaching component, collecting data on students' equitable participation in classroom discussions, and piloting an impact study to determine whether the professional development that includes coaching leads to improved mathematics teaching and learning, and the mechanisms by which that hypothesized improvement occurs.The Bridging series of professional development projects are built on a theoretical framework that begins with providing teachers with opportunities to engage in meaningful mathematics teaching practices, identify teaching moves that would support students in learning those practices, and to try out those moves with other teachers in approximations of teaching practice. The outcomes of such activity are increased teacher knowledge that can be mobilized in the planning and enactment of lessons, and improved pedagogical moves in the classroom. This in turn is likely to lead to increased student engagement and mathematics achievement. In this award, Bridging adds cycles of coaching to support teachers in translating lessons learned from approximations of practice to the work in their classrooms with students, and to provide ongoing school-year support for implementation. The research components of the project focus on understanding the practice of the coaches, including the design and deployment of coaching training and coaching sessions, as it relates to teachers' abilities to foster stronger student engagement in mathematical practices. The project will recruit 25 teachers at middle schools with experienced mathematics coaches to participate, with teachers directed to select a single focus class for data collection. Case studies will be pursued with six teachers and three coaches that represent diverse backgrounds, experiences, and levels of prior knowledge. Video records of coaching training and sessions will be collected and analyzed, along with lessons plans and teacher-enacted lessons, to determine the influence of the coaching on practice. The study will also investigate the ways in which teacher engagement in the professional developments leads to changes in teacher practice and student outcomes. Video records of practice, written lesson plans, student work, and interviews will be collected and analyzed to determine the impact on teaching practice. Teachers' mathematical knowledge for teaching will also be assessed at key points in the project to assess teacher learning, and student standardized assessment scores and performance assessment outcomes will be collected to assess student learning. 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 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.

衔接专业发展项目是为中学教师提供的专业学习体验，以支持他们在数学论证教学中开发五种数学实践。这些做法是：创造数学论证，策略性地使用适当的工具，寻找和利用结构，注意精确性，在反复推理中寻找和表达规律性。 数学论证是解决复杂问题的重要组成部分，它支持学生理解数学为什么而不仅仅是如何。专业发展干预包括暑期讲习班，重点是教学实践的近似，并在学年期间进行辅导。 辅导部分包括面对面的辅导和一个基于视频的工具，使教师和教练参与课堂互动的记录。该项目扩大了成功的衔接专业发展工作，增加了四个额外的数学实践，涉及到论证，增加教练组成部分，收集数据的学生公平参与课堂讨论，并试行影响研究，以确定是否专业发展，包括教练导致改善数学教学和学习，以及这种假设的改进发生的机制。桥接系列专业发展项目建立在一个理论框架之上，该框架首先为教师提供参与有意义的数学教学实践的机会，确定能够支持学生学习这些实践的教学动作，并与其他教师在类似的教学实践中尝试这些动作。这些活动的成果是增加了教师的知识，可以在规划和制定课程时调动这些知识，并改进了课堂教学。 这反过来又可能导致学生参与度和数学成绩的提高。 在这个奖项中，Bridging增加了辅导周期，以支持教师将从近似实践中学到的经验教训转化为学生在课堂上的工作，并为实施提供持续的学年支持。该项目的研究部分侧重于了解教练的做法，包括教练培训和教练课程的设计和部署，因为它涉及到教师培养学生更强参与数学实践的能力。该项目将在中学招募25名有经验的数学教练的教师参加，教师们被指示选择一个重点班级进行数据收集。 案例研究将与六名教师和三名教练，代表不同的背景，经验和先前的知识水平进行。将收集和分析辅导培训和课程的视频记录，沿着课程计划和教师制定的课程，以确定辅导对实践的影响。本研究还将探讨教师参与专业发展导致教师实践和学生成果变化的方式。 将收集和分析实践的视频记录、书面教案、学生作业和访谈，以确定对教学实践的影响。 此外，教师的数学教学知识亦会在计划的关键环节进行评核，以评估教师的学习情况，而学生的标准化评核分数及表现评核结果亦会收集，以评估学生的学习情况。 探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12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教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。