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Development of Research to Inform the Design and Improvement of Mathematics Education for Teachers

为教师数学教育的设计和改进提供信息的研究进展

基本信息

批准号：
1937512
负责人：
Julia St Goar
金额：
$ 20.52万
依托单位：
Merrimack College
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-06-01 至 2024-05-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1937512&HistoricalAwards=false
关键词：
Development Research Inform Design Improvement

项目摘要

This award will support the development of research to investigate key developmental mathematics understandings of undergraduates who are intending to become teachers. Many secondary teachers learned geometry through proving theorems. Current secondary standards and guidelines favor a vastly different approach that focuses on geometric transformations, such as reflection of a shape against an axis. This difference in learning approaches provides an important STEM education question: how do secondary teachers' understandings of proof-based geometry relate to their understanding of geometrical transformations? Work on this project will address this question by exploring how teachers use a transformational perspective to conceptualize two key concepts in geometry: congruence and similarity. This work will also produce a rich dataset for future modeling of teachers' thinking about congruence and similarity.This project builds on prior work led by the investigator, which hypothesized the existence of key developmental understandings for establishing congruence from a transformation perspective. The project will conduct additional research related to this hypothesis. It will also seek to develop hypotheses for similarity-proving activities through an adapted teaching experiment. In these efforts, the investigator will be mentored by Dr. Yvonne Lai. The specific aims of the research are to: (1) investigate prospective teachers' understandings of congruence and similarity-proving activities from a transformation perspective; and (2) increase the investigator’s capacity to design and conduct STEM education research using both qualitative and quantitative methods. Results of the research will inform the design and improvement of the mathematics curricula for teachers, and support teacher educators in designing and using formative assessments for understanding geometry from a transformation perspective. The new research has the potential to help more secondary mathematics teachers enter the classroom well-equipped to teach geometry in alignment with current standards. Additionally, the professional development activities will build capacity for the investigator to conduct STEM education research that will enhance the connection between research and practice at a primarily undergraduate institution. This work is supported by the EHR Core Research: Building Capacity in STEM Education Research Program, which supports projects that build individuals’ capacity to carry out high quality STEM education research.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.

该奖项将支持研究的发展，以调查有意成为教师的本科生的关键发展数学理解。许多中学教师通过证明定理来学习几何。当前的二级标准和指导方针支持一种截然不同的方法，该方法侧重于几何变换，例如形状相对于轴的反射。这种学习方法的差异提供了一个重要的STEM教育问题：中学教师对基于证明的几何的理解如何与他们对几何变换的理解相关？这个项目的工作将通过探索教师如何使用转换的角度来概念化几何中的两个关键概念来解决这个问题：一致性和相似性。这项工作也将产生一个丰富的数据集，为未来的建模教师的思考一致性和similarity.This项目建立在以前的工作，由调查员领导，假设存在的关键发展的理解，建立一致性从转换的角度。该项目将进行与这一假设有关的其他研究。它还将寻求通过一个适应性的教学实验来发展假设的相似性证明活动。在这些工作中，研究者将由Yvonne Lai博士指导。本研究的具体目的是：（1）从转变的角度调查未来教师对一致性和相似性证明活动的理解;（2）提高研究者使用定性和定量方法设计和进行STEM教育研究的能力。研究结果将为教师数学课程的设计和改进提供信息，并支持教师教育工作者从转换的角度设计和使用形成性评估来理解几何。这项新的研究有可能帮助更多的中学数学教师进入教室，装备精良，教几何与当前的标准。此外，专业发展活动将建立调查员进行STEM教育研究的能力，这将加强研究与实践之间的联系，主要是本科院校。这项工作得到了EHR核心研究：STEM教育研究能力建设项目的支持，该项目支持培养个人开展高质量STEM教育研究的能力的项目。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。