Co-Learning Math Teaching Project: Collaborative Structures to Support Learning to Teach Across the Professional Teaching Continuum

共同学习数学教学项目：支持跨专业教学连续体学习教学的协作结构

• 批准号: 2010634
• 负责人: Ruth Heaton
• 金额: $ 277.92万
• 依托单位: Teachers Development Group
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-11-01 至 2024-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010634&HistoricalAwards=false
• 关键词: Co; Learning; Math; Teaching; Project

An ongoing challenge for the preparation of new mathematics teachers is creating quality experiences in classrooms for student teaching. The project will design and study an innovative model of collaborative learning for pre-service and experienced secondary mathematics teachers. Multiple pre-service teachers will collaborate in the same secondary mathematics teacher’s classroom for their field placements. The partnership between the school and the university will allow for professional development for the pre-service teachers and the experienced teachers. A particular focus of the project will be equity in mathematics teaching and learning. Developing equitable mathematics teaching practices includes better understanding students’ knowledge, math understandings, and experiences they bring to the classroom. Improving the student teaching experience may improve retention in the teaching profession and help pre-service teachers be better prepared for their first years of teaching.This is an exploratory project about mathematics teaching and teacher development in field experiences for pre-service teachers. The project introduces collaborative learning structures for pre-service teacher education that focus on equitable mathematics teaching practices. The collaborative learning structures include both the cooperating teacher and multiple pre-service teachers working in the same classroom. The project will use a design-based research model to systematically study the process of co-learning and the critical features of collaborative learning structures as they are designed to support co-learning between novice and experienced teachers. Multiple universities are included in the project in order to compare the model in different settings. The project will use Math Studio as a model for the teachers to focus on a lesson taught by one teacher but the group plans, observes, and reflects about the lesson together. A facilitator or math coach supports the group’s work during the Math Studio process. The project has two research questions. First, how do pre-service teachers and cooperating teachers co-learn? More specifically, what vision, dispositions, understandings and practices of justification and generalization does each teacher develop during their time together? How does each teacher’s vision, dispositions, understandings, and practices of mathematics teaching shift during their time together? Second, what are the design characteristics of the collaborative learning structures that support or inhibit pre-service teachers and cooperating teachers in learning? The qualitative study will collect video recordings and artifacts from the Math Studio, assessments of math teaching practices, and data from the leadership team in order to compare the model’s implementation at different sites. The data analysis will occur iteratively throughout the project to refine the coding framework to describe learning and shifts in teacher practice. 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.

新的数学教师准备的一个持续的挑战是在课堂上为学生教学创造高质量的经验。本项目将为职前和有经验的中学数学教师设计和研究一种创新的合作学习模式。多名职前教师将在同一个中学数学教师的课堂上合作，进行实地实习。学校和大学之间的伙伴关系将允许职前教师和有经验的教师的专业发展。该项目的一个特别重点将是数学教学和学习的公平。发展公平的数学教学实践包括更好地了解学生的知识，数学理解和经验，他们带来的课堂。提高学生的教学经验可以提高教师在教师职业中的保留率，并帮助职前教师更好地为他们的第一年教学做好准备。该项目为职前教师教育引入了合作学习结构，重点是公平的数学教学实践。合作学习结构包括合作教师和多位职前教师在同一个教室工作。该项目将采用基于设计的研究模式，系统地研究合作学习的过程和协作学习结构的关键特征，因为它们旨在支持新手和经验丰富的教师之间的合作学习。该项目包括多所大学，以便在不同环境中比较该模型。该项目将使用数学工作室作为一个模型，让教师专注于一个教师讲授的课程，但小组一起计划，观察和反思课程。在数学工作室的过程中，一个促进者或数学教练支持小组的工作。该项目有两个研究问题。第一，职前教师与合作教师如何共同学习？更具体地说，什么样的视野，处置，理解和实践的理由和概括每个教师在他们的时间在一起发展？每位教师在一起的时间里，他们对数学教学的看法、态度、理解和实践是如何转变的？第二，支持或抑制职前教师和合作教师学习的合作学习结构的设计特征是什么？定性研究将收集数学工作室的视频记录和工件，数学教学实践的评估，以及领导团队的数据，以比较模型在不同地点的实施情况。数据分析将在整个项目中反复进行，以完善编码框架，以描述教师实践中的学习和转变。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。