Conference Proposal: Looking Back and Looking Forward: Increasing the Impact of Educational Research on Practice

会议提案：回顾与展望：增强教育研究对实践的影响

• 批准号: 1941494
• 负责人: Jinfa Cai
• 金额: $ 10万
• 依托单位: University of Delaware
• 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: 2019-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1941494&HistoricalAwards=false
• 关键词: Conference; Proposal; Looking; Back; Forward

The focus of the proposed conference is to carefully examine past and current research with an eye toward improving its impact on practice. This conference is designed to create concrete steps that could shape the nature and impact of mathematics education research for years to come. A diverse group of 50 participants will be invited to participate. Participants include 10 experienced K-12 educators whose perspectives will be used to anchor the conference in problems of practice. Other participants represent senior through more junior scholars who have demonstrated a commitment to addressing the disconnect between research and practice, along with technology experts to advise participants on capabilities and innovative uses of modern technologies for instruction, assessment and data management.The overarching goal for the conference is to help the field of mathematics education think deeply about the most productive ways to answer the following questions: [1] Why hasn't past research had a more direct impact on practice? What can be learned from this historical analysis for future research? [2] What is a possible vision for research that would have a more direct impact on practice? What questions should be asked? What methods should be used? What concrete steps can be taken to launch the new research programs? [3] What are the implications of adopting new kinds of research programs? If they gain traction, how will such changes affect the broader education community and infrastructure, including preservice teacher education, teacher professional development, and the training of future researchers? How should the roles of researchers and teachers change? What incentive structures might motivate these changes? How will new programs of research interact with existing programs?The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

会议的重点是仔细审查过去和当前的研究，着眼于提高其对实践的影响。本次会议旨在制定具体步骤，以塑造未来几年数学教育研究的性质和影响。将邀请50名不同的参与者参加。与会者包括10名经验丰富的K-12教育工作者，他们的观点将被用来锚定会议的实践问题。其他与会者包括表现出致力于解决研究与实践脱节问题的资深学者和较年轻的学者，以及为与会者提供有关现代技术在教学、评估和数据管理方面的能力和创新应用建议的技术专家。会议的首要目标是帮助数学教育领域深入思考最有效的方法来回答以下问题：为什么过去的研究没有对实践产生更直接的影响？从这一历史分析中，我们可以学到什么对未来的研究有帮助？对实践产生更直接影响的研究前景是什么？应该问什么问题？应该使用什么方法？可以采取哪些具体步骤来启动新的研究项目？采用新型研究项目的意义是什么？如果它们获得了动力，这些变化将如何影响更广泛的教育社区和基础设施，包括职前教师教育、教师专业发展和未来研究人员的培训？研究人员和教师的角色应该如何转变？什么样的激励结构会激发这些变化？新的研究项目将如何与现有的项目相互作用？探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。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。

项目成果

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

解决总是从头开始的问题：识别、重视和分享教学专业知识

• DOI: 10.5951/jresematheduc-2020-0015
• 发表时间: 2020
• 期刊: Journal for Research in Mathematics Education
• 影响因子: 2.8
• 作者: Cai, Jinfa;Morris, Anne;Hohensee, Charles;Hwang, Stephen;Robison, Victoria;Cirillo, Michelle;Kramer, Steven L.;Hiebert, James;Bakker, Arthur
• 通讯作者: Bakker, Arthur

Working Across Contexts: Scaling Up or Replicating With Variations?

跨环境工作：扩大规模还是通过变化进行复制？

• DOI: 10.5951/jresemtheduc-2020-0007
• 发表时间: 2020
• 期刊: Journal for Research in Mathematics Education
• 影响因子: 2.8
• 作者: Cai, Jinfa;Morris, Anne;Hohensee, Charles;Hwang, Stephen;Robison, Victoria;Cirillo, Michelle;Kramer, Steven L.;Hiebert, James
• 通讯作者: Hiebert, James

Timely and Useful Data to Improve Classroom Instruction

及时有用的数据可改善课堂教学

• DOI: 10.5951/jresematheduc-2020-0056
• 发表时间: 2020
• 期刊: Journal for Research in Mathematics Education
• 影响因子: 2.8
• 作者: Cai, Jinfa;Morris, Anne;Hohensee, Charles;Hwang, Stephen;Robison, Victoria;Cirillo, Michelle;Kramer, Steven L.;Hiebert, James
• 通讯作者: Hiebert, James

Maximizing the Quality of Learning Opportunities for Every Student

最大限度地提高每个学生的学习机会质量

• DOI: 10.5951/jresematheduc.2019.0005
• 发表时间: 2020
• 期刊: Journal for Research in Mathematics Education
• 影响因子: 2.8
• 作者: Cai, Jinfa;Morris, Anne;Hohensee, Charles;Hwang, Stephen;Robison, Victoria;Cirillo, Michelle;Kramer, Steven L.;Hiebert, James;Bakker, Arthur
• 通讯作者: Bakker, Arthur