Enhancing Teacher Preparation in Elementary Mathematics through a Research-based Framework for Teacher-facilitated Discussions

通过基于研究的教师引导讨论框架加强教师在基础数学方面的准备

• 批准号: 1912415
• 负责人: Pricilla Murphy
• 金额: $ 197.93万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1912415&HistoricalAwards=false
• 关键词: Enhancing; Teacher; Preparation; Elementary; Mathematics

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by improving the education of undergraduate preservice elementary teachers. Classroom discussions are valuable teaching approaches that can promote active engagement with a topic, exploration of reasoning about a topic, and consideration of alternative ideas or approaches. This project will investigate whether teaching preservice elementary teachers how to use discussion-based pedagogy improves the quality of mathematics instruction in their classrooms. Specifically, it will adapt a small-group, teacher-facilitated discussion approach, known as Quality Talk (QT), for use by teacher educators in STEM methods courses and classroom-based field experiences for future elementary school teachers. Including QT in the education of preservice teachers is expected to help them learn mathematics concepts, as well as how to use effective discussion-based teaching approaches in their own classrooms. This five-year project aims to: (1) enhance the professional vision of teacher educators by bolstering their discussion-intensive pedagogical content knowledge and efficacy; and (2) increasing the mathematical proficiency of preservice teachers by increasing their mathematical reasoning and understanding through content-rich discussions and developing mathematics-rich STEM pedagogy. The adaptation of QT for preservice teacher education will be investigated through a series of four mixed methods studies in the first four years of the award, with a focus on broad dissemination in Year Five. Participants (teacher educators and preservice teachers) will be drawn from six Pennsylvania State system campuses and two types of teacher preparation settings (professional development school and traditional). Findings and products, including a QT Toolbox, will be disseminated to practitioners and researchers through publications, presentations, data sharing, and a dedicated website. The project has the potential to provide needed research regarding ways to foster teacher educators professional vision for advancing preservice teachers' discussion-intensive mathematical proficiency and emergent STEM pedagogy so that elementary mathematics instruction can be improved. Expected project outcomes include increasing the ability of teacher educators to support other educators in improving instructional practices, changing teacher education models and practices to advance preservice teachers' mathematical understandings and reasoning, and supporting preservice teachers' development of effective STEM pedagogy. The project aims to positively impact society by improving the STEM education community's capacity to meet 21st century pedagogical expectations by examining the effectiveness of QT for teacher education, providing online access to QT materials, increasing sustainability of QT through propagation to diverse settings, and disseminating findings widely. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.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.

在NSF改善本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过改善本科初级教师的教育来服务于国家利益。 课堂讨论是有价值的教学方法，可以促进积极参与主题，探索主题的推理，并考虑替代的想法或方法。 本研究将探讨教国小副教师如何运用讨论式教学法，是否能提升国小数学课堂教学的品质。 具体来说，它将采用一种由教师主导的小组讨论方法，称为“优质谈话”（QT），供教师教育工作者在STEM方法课程和未来小学教师的课堂实地经验中使用。 将QT纳入教师的教育中有望帮助他们学习数学概念，以及如何在自己的课堂上使用有效的基于讨论的教学方法。 这个为期五年的项目旨在：（1）通过加强教师教育者的讨论密集型教学内容知识和效能，提高他们的专业视野;（2）通过内容丰富的讨论和发展数学丰富的STEM教学法，提高他们的数学推理和理解能力，提高在职教师的数学能力。在该奖项的前四年，将通过一系列四种混合方法的研究来调查QT在副教师教育中的适应情况，重点是在五年级的广泛传播。参与者（教师教育工作者和兼职教师）将来自宾夕法尼亚州的六个系统的校园和两种类型的教师准备设置（专业发展学校和传统）。将通过出版物、介绍、数据共享和专门网站向从业人员和研究人员传播研究结果和产品，包括QT量表。该项目有可能提供所需的研究，如何培养教师教育工作者的专业视野，以提高副教师的讨论密集型数学能力和新兴的STEM教学法，使小学数学教学可以得到改善。预期项目成果包括提高师范教育工作者支持其他教育工作者改进教学实践的能力，改变师范教育模式和实践，以提高师范教师的数学理解和推理能力，并支持师范教师发展有效的STEM教学法。该项目旨在通过提高STEM教育界满足21世纪世纪教学期望的能力，对社会产生积极影响，方法是检查QT对教师教育的有效性，提供QT材料的在线访问，通过向不同环境传播提高QT的可持续性，并广泛传播研究结果。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。 通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。罗伯特·诺伊斯教师奖学金计划为该项目提供共同资助，以表彰其与诺伊斯努力的更广泛的教师准备目标的一致性。该奖项反映了NSF的法定使命，并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，被认为值得支持。

项目成果

Enhancing professional development school teacher educators ’professional vision for discourse-based pedagogy

加强学校教师教育工作者的专业发展——基于话语的教学法的专业愿景

• 发表时间: 2022
• 期刊: Enhancing professional development school teacher educators ’professional vision for discourse-based pedagogy
• 作者: Farris, A. V.;Croninger, R. C.;Wolkenhauer, R. M.;Rutten, L.;Yen, Y-C.;Murphy, P. K.;Lloyd, G. M.
• 通讯作者: Lloyd, G. M.