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

----------------------------------------------------------------------------------------------------------------------------- EHR的核心资助的研究项目,这个项目地址需要的发展和研究提高数学课堂的接近实时的观察工具。观察工具将提供有关数学课堂中学生互动类型的信息，这些信息可以预测学生的学习成果。通过该工具获得的详细程度将足以捕捉学生参与的不同方式，并产生教师可用于告知和改进其教学实践的数据。对这一新工具使用情况的研究将为以下方面提供知识并建立理论：教师使用该工具提供的反馈如何影响他们的实践，K-12数学课堂上的学生互动是如何发生的，以及学生互动如何与学生成果联系起来。该项目的重点是通过一种近乎实时的观察工具生成有关信息价值和有用性的数据，该工具跟踪学生的参与情况和教师对学生参与的支持情况。研究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提供信息，并改善教师学习、教学实践和学生成绩。该项目的结果将：展示如何可行地产生近乎实时的课堂互动信息；制作一种工具，支持教师、校长、地区领导人和研究人员努力改善教与学；并提供具体的证据，说明这种观察工具如何影响教师的学习和实践。学生与其他人一起参与数学思想和学生对自己能力的感知能力对于即时学习成果和长期参与数学都很重要。虽然没有一种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特征来推动该领域的发展，研究表明，这些特征可以预测不同学校和学生群体的学生成绩。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，并将结果传播给教育工作者和其他研究人员。研究结果有可能支持教师为每个学生提供公平的参与和学习机会的努力。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。

-----------------------------------------------------------------------------------------------------------------------------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.