Rethinking Mathematics Classroom Observations: Connecting Interactions, Student Outcomes, and Teacher Practice

重新思考数学课堂观察：将互动、学生成果和教师实践联系起来

• 批准号: 1919490
• 负责人: Megan Franke
• 金额: $ 39.33万
• 依托单位: University of California-Los Angeles
• 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: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1919490&HistoricalAwards=false
• 关键词: Rethinking; Mathematics; Classroom; Observations; Connecting

-----------------------------------------------------------------------------------------------------------------------------Funded by the EHR Core Research Program, this project addresses the need for the development of and research about a near real-time observation tool to improve mathematics classrooms. The observation tool will provide information about the kinds of student interactions in mathematics classrooms that are known to predict student outcomes. The level of detail obtained through the tool will be sufficient to capture different ways in which students participate, as well as produce data that teachers can use to inform and improve their teaching practices. Research on the use of this new tool will provide knowledge and build theory on how teachers' use of the feedback provided by this tool influences their practice, what student interactions in K-12 mathematics classrooms are occurring, and how the student interactions may connect to student outcomes. The project focuses on producing data about the value and usefulness of the information provided by a near real-time observational tool that tracks student participation and teacher support of students' participation. The results will inform the potential next step of promoting large-scale use of the tool by teachers, principals, school district leaders, and researchers to inform and improve teacher learning, teaching practices, and student outcomes. Results from the project will: show how to feasibly produce near real-time information about classroom interaction; produce a tool that can support teachers, principals, district leaders, and researchers in efforts to improve teaching and learning; and provide specific evidence about how such an observational tool can influence teacher learning and practice. Student participation with others around mathematical ideas and students' perceived competence about their abilities are important for both immediate learning outcomes and long-term participation in mathematics. Although no single instrument can address all variables that influence learning and teaching, this tool will move the field forward by focusing on a bounded set of classroom interaction features that research shows are predictive of student outcomes for diverse schools and student populations. This project will provide professional development opportunities to graduate students, pre-service teachers, and in-service teachers in Southern California and results will be disseminated to educators and other researchers. The findings have the potential to support teachers' efforts to provide each student with equitable opportunities to participate and learn.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.

-----------------------------------------------------------------------由EHR核心研究计划资助，本项目致力于开发和研究一种近乎实时的观察工具来改善数学课堂。观察工具将提供有关数学课堂上学生互动类型的信息，这些互动被认为可以预测学生的结果。通过该工具获得的详细程度将足以捕捉到学生参与的不同方式，并产生教师可以用来提供信息和改进其教学实践的数据。对这一新工具的使用的研究将提供关于教师使用该工具提供的反馈如何影响他们的实践的知识和理论，K-12数学课堂上发生了哪些学生互动，以及学生互动可能如何与学生的结果联系起来。该项目的重点是产生有关信息的价值和有用性的数据，这些信息是由一种近乎实时的观察工具提供的，该工具跟踪学生的参与情况和教师对学生参与情况的支持。结果将为下一步促进教师、校长、学区领导和研究人员大规模使用该工具以告知和改进教师学习、教学实践和学生结果提供信息。该项目的结果将：展示如何可行地产生关于课堂互动的近乎实时的信息；产生一个能够支持教师、校长、地区领导人和研究人员努力改善教学和学习的工具；并提供关于这种观察工具如何影响教师学习和实践的具体证据。学生围绕数学思想与他人的参与，以及学生对自己能力的感知能力，对于立即的学习结果和长期参与数学都是重要的。虽然没有一种单一的工具可以解决影响学习和教学的所有变量，但该工具将通过关注一组有限的课堂互动功能来推动该领域的发展，研究表明，这些功能可以预测不同学校和学生群体的学生结果。该项目将为南加州的研究生、职前教师和在职教师提供专业发展机会，并将成果传播给教育工作者和其他研究人员。这些发现有可能支持教师为每个学生提供平等的参与和学习机会的努力。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。