Developing Technological Pedagogical Content Knowledge of Pre-Service Math Teachers

发展职前数学教师的技术教学内容知识

• 批准号: 1930950
• 负责人: Omar Hernandez Rodriguez
• 金额: $ 20.6万
• 依托单位: University of Puerto Rico-Rio Piedras
• 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 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1930950&HistoricalAwards=false
• 关键词: Developing; Technological; Pedagogical; Content; Knowledge

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 helping pre-service secondary mathematics teachers learn how to design technology-based lessons that help students learn mathematics. The project's main goal is to develop the pre-service teacher's knowledge about how to use technological tools to enhance their teaching. To accomplish this goal, the project will adapt a strategy called "Lesson Study," which was designed to improve teaching through cycles of planning, teaching, and reflecting. The project will implement a Lesson Study process that includes pre-service teachers, university teacher educators, and cooperating teachers (the experienced in-service teachers with whom pre-service teachers have their initial clinical experiences). As a result, this project aims to overcome a challenge that often exists in pre-service education: clarifying the relationship of what pre-service teachers experience in teaching methods courses at the university to what happens in their clinical practice. This collaboration in Lesson Study will recognize and build upon the knowledge that pre-service teachers, collaborating teachers, and teacher educators each bring to the work of teaching. In doing so, the collaboration is designed to bring coherence between clinical experiences and methods courses. Faculty members at the University of Puerto Rico-Rio Piedras and the University of Illinois at Urbana-Champaign are collaborating on this project. The project aims to revise one of the methods courses at the University of Puerto Rico to integrate Lesson Study strategies and create a collaborative space to advance the pre-service teacher's technological pedagogical content knowledge. Interconnectivity technology allows students to share their work and represent mathematical ideas through multiple representations. The methods course will target algebra and geometry concepts in the secondary mathematics curriculum using Desmos or GeoGebra, both of which are open source software packages with interconnectivity capabilities. Desmos is an online graphing calculator and GeoGebra integrates algebra and dynamic geometry. Through adaptation of Lesson Study, this project employs a theory of instrumental orchestration to promote pre-service teachers' use of technology to develop students' mathematical proficiency. Instrumental orchestration consists of three elements: didactic configuration, mode of exploitation, and didactic performance. Pre-service teachers will use the technology tools and tasks, which are part of the didactical configuration, and descriptions of the exploitation modes in the lessons. The didactical performance will be the outcome of the planning and will be observed in the implementation phase of the Lesson Study. It is expected that the collaboration among the pre-service teachers, university teacher educators, and cooperating teachers will support co-construction of new knowledge and skills in teaching through Lesson Study leveraging the mathematical technology tools for instruction. The project will explore the following research questions: In what ways do pre-service teachers learn to apply the principles of instrumental orchestrations planning and implementing mathematics lessons for promoting students' mathematical proficiency? What supports from Coordinating Teachers enable pre-service teachers to apply instrumental orchestrations in their lessons? And, how does the modified Lesson Study model enable opportunities for creating hybrid spaces that connect methods courses and clinical experiences? Through the analysis of videos, student journals, and interviews, the project will construct an evidence-based case that examines the integration of methods courses and clinical experiences. 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.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 改善本科生 STEM 教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过帮助职前中学数学教师学习如何设计基于技术的课程来帮助学生学习数学，从而服务于国家利益。 该项目的主要目标是培养职前教师关于如何使用技术工具来加强教学的知识。为了实现这一目标，该项目将采用一种名为“课程研究”的策略，该策略旨在通过计划、教学和反思的循环来改进教学。 该项目将实施一个课程学习过程，其中包括职前教师、大学教师教育工作者和合作教师（职前教师与他们有初步临床经验的在职教师）。因此，该项目旨在克服职前教育中经常存在的挑战：澄清职前教师在大学教学方法课程中的经验与其临床实践中发生的情况之间的关系。课程研究中的这种合作将认可并建立在职前教师、合作教师和教师教育工作者各自为教学工作带来的知识的基础上。在此过程中，合作旨在实现临床经验和方法课程之间的一致性。波多黎各大学里约彼德拉斯分校和伊利诺伊大学厄巴纳-香槟分校的教职人员正在合作开展该项目。该项目旨在修订波多黎各大学的一门方法课程，以整合课程研究策略，并创建一个协作空间，以提高职前教师的技术教学内容知识。互连技术允许学生分享他们的工作并通过多种表示来表达数学思想。该方法课程将针对中学数学课程中的代数和几何概念，使用 Desmos 或 GeoGebra，这两者都是具有互连功能的开源软件包。 Desmos 是一个在线图形计算器，GeoGebra 集成了代数和动态几何。通过改编课程研究，该项目采用乐器编排理论来促进职前教师利用技术来培养学生的数学能力。器乐编排由三个要素组成：教学配置、开发模式和教学表演。职前教师将使用技术工具和任务，这是教学配置的一部分，以及课程中开发模式的描述。教学表现将是规划的结果，并将在课程研究的实施阶段进行观察。预计职前教师、大学教师教育者和合作教师之间的合作将支持通过利用数学技术工具进行教学的课程研究来共同构建新的教学知识和技能。该项目将探讨以下研究问题：职前教师如何学习应用器乐编曲的原则来规划和实施数学课程，以提高学生的数学水平？协调教师提供哪些支持，使职前教师能够在课程中应用器乐编排？而且，修改后的课程研究模型如何为创建连接方法课程和临床经验的混合空间提供机会？通过对视频、学生日记和访谈的分析，该项目将构建一个基于证据的案例，检验方法课程和临床经验的整合。 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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。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

Planning a research lesson online: pre-service teachers' documentation work

在线规划研究课：职前教师的文档工作

• DOI: 10.1108/ijlls-09-2020-0068
• 发表时间: 2021
• 期刊: International Journal for Lesson & Learning Studies
• 影响因子: 1.3
• 作者: Hernández-Rodríguez, Omar;González, Gloriana;Villafañe-Cepeda, Wanda
• 通讯作者: Villafañe-Cepeda, Wanda

Re-visioning support to pre-service teachers using a lesson study model

使用课程学习模型重新规划对职前教师的支持

• 发表时间: 2021
• 期刊: Productive Struggle: Persevering Through Challenges: Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Hernández-Rodríguez, O.;González, G.;Villafañe-Cepeda, W.
• 通讯作者: Villafañe-Cepeda, W.

Technological knowledge of mathematics pre-service teachers at the beginning of their methodology courses / Conocimiento tecnológico de los futuros maestros de matemáticas al iniciar sus cursos de metodología

数学职前教师在方法论课程开始时的技术知识 / Conocimiento tecnológico de los futuros maestros de matemáticas al iniciar sus cursos de metodologàa

• DOI: 10.51272/pmena.42.2020-135
• 发表时间: 2020
• 期刊: Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Choque Dextre, Yency Edith;Moreno-Concepción, Juliette;Hernández-Rodríguez, Omar;Villafañe-Cepeda, Wanda;González, Gloriana
• 通讯作者: González, Gloriana

Leveraging prospective teachers’ knowledge through their participation in lesson study

• DOI: 10.1007/s10857-021-09521-4
• 发表时间: 2021-10-21
• 期刊: Journal of Mathematics Teacher Education
• 影响因子: 2.1
• 作者: González G;Villafañe-Cepeda W;Hernández-Rodríguez O
• 通讯作者: Hernández-Rodríguez O