Transitioning Secondary to Tertiary Educators' Mathematical Knowledge for Teaching

将中学教育工作者的数学知识转变为教学用

• 批准号: 2125969
• 负责人: Anne Ho
• 金额: $ 28.62万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2125969&HistoricalAwards=false
• 关键词: Transitioning; Secondary; Tertiary; Educators; Mathematical

This project investigates the significance of Mathematical Knowledge for Teaching (MKT) in an understudied population of instructors who fall between traditional divisions of high school and college teaching. Past research has typically assumed that an instructor is either a high school or college instructor, but not both. Degree and certification programs also make this assumption. However, many educators teach both secondary (high school) and tertiary (college) classes throughout the course of their careers, sometimes simultaneously. This project highlights educators in the secondary-to-tertiary (S2T) transition with implications for teaching practices in both settings. The goals of this project are to study and better support these S2T math educators by using ideas of MKT. MKT includes various domains of math educator knowledge such as knowledge of math content, connections between topics across courses, and knowledge of students, teaching, and curriculum. In phase one, a qualitative study will compare and contrast the priorities of individuals who have expertise in both secondary and tertiary education. In phase two, the expert perspectives will be embedded in a capstone course for a master’s degree program targeting S2T educators. A second round of data collection and analysis will explore the possible impacts on teacher knowledge for the target population. This project initiates a research trajectory that can inform the math education community about the S2T transition for educators, part-time and dual-enrollment faculty, community college instructors, teacher education, distance or online education, and adult education.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.

本项目调查的意义数学知识教学（MKT）在未充分研究人口的教师谁属于传统的高中和大学教学的分工。过去的研究通常假设教师是高中或大学教师，但不是两者兼而有之。学位和认证课程也做出了这种假设。然而，许多教育工作者在他们的职业生涯中同时教授中学（高中）和大学（大学）课程，有时同时进行。该项目突出了教育工作者在中学到高等教育（S2T）的过渡，在这两种设置的教学实践的影响。 这个项目的目标是研究和更好地支持这些S2T数学教育工作者使用MKT的想法。MKT包括数学教育者知识的各个领域，如数学内容的知识，跨课程主题之间的联系，以及学生，教学和课程的知识。在第一阶段，将进行一项定性研究，比较和对比在中等和高等教育方面具有专门知识的个人的优先事项。在第二阶段，专家的观点将被嵌入到一个针对S2T教育工作者的硕士学位课程的顶峰课程中。第二轮数据收集和分析将探讨对目标人群的教师知识可能产生的影响。 该项目启动了一个研究轨迹，可以告知数学教育界关于教育工作者，兼职和双招生教师，社区大学教师，教师教育，远程或在线教育和成人教育的S2T过渡。该奖项反映了NSF的法定使命，并已被认为是值得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的支持。

项目成果

Nontraditional Pathways to Teaching Postsecondary Math: A Qualitative Study on Educators Between the Boundaries of High School and College

中学后数学教学的非传统途径：对高中和大学边界之间教育工作者的定性研究

• 发表时间: 2023
• 期刊: Proceedings of the 2023 Conference on Research on Undergraduate Mathematics Education
• 作者: Beckford, C.;Burns, N.;Campbell, E.K.;Kingsley, J.L.;Ho, A.M.
• 通讯作者: Ho, A.M.