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Teaching Amidst Uncertainty: Developing Mathematics Teachers' Groupwork Monitoring Practices

不确定性中的教学：发展数学教师的小组作业监控实践

基本信息

批准号：
2100784
负责人：
Ilana Horn
金额：
$ 264.49万
依托单位：
Vanderbilt University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-08-01 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100784&HistoricalAwards=false
关键词：
Teaching Amidst Uncertainty Developing Mathematics

项目摘要

Decades of research shows that students learn best and instruction is more inclusive when students have opportunities to talk about mathematics. For this reason, many conceptually-oriented mathematics instructional approaches emphasize peer-to-peer discussion. Yet research diverges around questions of how teachers should manage such discussions, an instructional practice referred to as groupwork monitoring. There is contradictory guidance on issues of teacher involvement: should teachers stand back to support student autonomy or involve themselves frequently to support productive sensemaking? This study addresses two open questions in mathematics education and teacher learning research related to groupwork monitoring. The first question centers on groupwork monitoring itself: How can teachers foster productive mathematical talk among students? The second question touches on an underdeveloped topic in teacher education: in what ways can teacher preparation and professional development support teachers in learning effective group work monitoring. Many teacher education strategies –– such as rehearsing routines or learning curriculum –– aim for teachers to learn well-structured, predictable aspects of instruction, yet there are not clear approaches in helping teachers learn to support more interactive and emergent aspects of mathematics teaching. This Design and Development project addresses these challenges by studying experienced and accomplished secondary mathematics teachers’ learning about groupwork monitoring in a large urban school district. Using contemporary information visualization techniques and open-source tools , alongside a video-based coaching activity, teachers will a) analyze classroom video records featuring group math discussions and b) uncover and investigate their specific interactions with student groups as well as their overall approach to this important phase of their lessons. Through these tools, teachers will develop strategic and integrated understandings of effective groupwork monitoring strategies. As a result of this work, teachers and researchers will be able to better connect teachers’ monitoring choices to students’ peer-to-peer math talk.To investigate how experienced secondary mathematics teachers learn about groupwork monitoring, the project will develop rich visualization tools to analyze classroom discussions, engage teachers in analytical activities, and study resultant teacher and student learning. In Phase 1, the project team will build on existing visualization tools to develop efficient processes for producing interactive visualizations of monitoring that provide new ways to link classroom video to teachers’ overall interactional patterns. In Phase 2, 12-16 experienced secondary mathematics teachers in six school-based teams will engage over a two-year period with teacher professional development designed to enhance their sensemaking about monitoring, both individually and in teams. The enhanced video feedback system will allow teachers to guide, document, and investigate their evolving sensemaking. In Phase 3, individual and team learning portraits of productive math talk will be developed from the rich corpus of classroom and teacher sensemaking data. At the same time, the corpus will be analyzed using quantitative methods to investigate the conditions under which different teacher monitoring moves support or impede students’ productive math talk. The primary research products will be: 1) novel, open-source tools that dynamically visualize teachers’ monitoring work over a lesson, coordinated with specific teacher-group interaction; 2) a framework for mathematics teachers’ monitoring; 3) a theory about teachers’ learning of responsive and situated practices, of which monitoring is an example; and 4) stronger empirical evidence to guide mathematics teachers’ monitoring practices. 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.

数十年的研究表明，当学生有机会谈论数学时，学生学得最好，教学也更具包容性。因此，许多以概念为导向的数学教学方法强调同伴讨论。然而，围绕教师应如何管理此类讨论（一种称为小组作业监控的教学实践）的问题，研究存在分歧。在教师参与问题上存在着相互矛盾的指导：教师应该退一步支持学生自主，还是经常参与以支持富有成效的意义建构？本研究解决了数学教育和教师学习研究中与小组作业监控相关的两个悬而未决的问题。第一个问题集中于小组作业监控本身：教师如何促进学生之间富有成效的数学讨论？第二个问题涉及教师教育中一个尚未发展的话题：教师准备和专业发展如何支持教师学习有效的小组工作监控。许多教师教育策略——例如排练例程或学习课程——旨在让教师学习结构良好、可预测的教学方面，但没有明确的方法来帮助教师学习支持数学教学中更具互动性和突发性的方面。该设计和开发项目通过研究经验丰富且有成就的中学数学教师对大型城市学区小组作业监控的学习来解决这些挑战。使用当代信息可视化技术和开源工具，以及基于视频的辅导活动，教师将a）分析以小组数学讨论为特色的课堂视频记录，b）发现和调查他们与学生小组的具体互动以及他们对课程这一重要阶段的总体方法。通过这些工具，教师将对有效的小组合作监控策略形成战略性和综合性的理解。这项工作的结果是，教师和研究人员将能够更好地将教师的监控选择与学生的同伴数学谈话联系起来。为了调查经验丰富的中学数学教师如何了解小组作业监控，该项目将开发丰富的可视化工具来分析课堂讨论，让教师参与分析活动，并研究教师和学生的学习结果。在第一阶段，项目团队将在现有可视化工具的基础上开发有效的流程来生成交互式监控可视化，从而提供将课堂视频与教师整体交互模式联系起来的新方法。在第二阶段，六个校本团队的 12-16 名经验丰富的中学数学教师将在两年内参与教师专业发展，旨在增强他们对个人和团队监控的理解。增强的视频反馈系统将使教师能够指导、记录和调查他们不断发展的意义建构。在第三阶段，将根据丰富的课堂和教师意义建构数据来开发富有成效的数学演讲的个人和团队学习肖像。同时，将使用定量方法对语料库进行分析，以调查不同教师监控举措支持或阻碍学生富有成效的数学演讲的条件。主要研究产品将是：1）新颖的开源工具，可动态可视化教师在课堂上的监控工作，并与特定的教师小组互动相协调； 2）数学教师监督框架； 3）关于教师学习响应性和情景实践的理论，其中监控就是一个例子； 4）更有力的经验证据来指导数学教师的监测实践。发现研究 preK-12 计划 (DRK-12) 旨在通过创新资源、模型和工具的研究和开发，显着增强 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，为拟议项目提供理论和实证依据。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。