Collaborative Research: Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics

协作研究：量化课程推理作为数学教学的批判性实践

• 批准号: 2201167
• 负责人: Amy Roth McDuffie
• 金额: $ 48.05万
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201167&HistoricalAwards=false
• 关键词: Collaborative; Research; Quantifying; Curricular; Reasoning

Teachers of mathematics engage in curricular reasoning as they design and interact with their students, choose curricular materials, and implement curriculum standards in the service of high-quality instruction. Currently, there is no shared measure of curricular reasoning of middle school teacher classroom decision making in mathematics. In this research project, the team develops and validates two measures of middle school teachers’ curricular reasoning in mathematics as practiced. The first measure looks at curriculum reasoning from the perspective of the teacher, the second measure attends to the perspectives of the mathematics education research community. The research examines teacher self-assessment compared and aligned with those of professional observers (e.g., coaches, school leaders, and researchers) to establish the validity of the teacher self-report measure. The research establishes benchmark scores of teachers curricular reasoning in middle school mathematics, supporting increased interpretability and utility of the curricular reasoning score to improve classroom practice.The researchers carefully examine four research questions: [1] To what extent does validity evidence support use of the Curricular Reasoning Self-Assessment Survey Suite for middle school mathematics teachers to measure their own curricular reasoning? [2] To what extent does validity evidence support use of the Curricular Reasoning Observation Assessment to measure middle school mathematics teachers’ curricular reasoning? [3] Is there a significant relationship between middle school mathematics teachers’ curricular reasoning when measured by the new curricular reasoning tools? [4] What benchmarks define different curricular reasoning levels on each of the two measures? The research team gathers validity data based on shared standards held by the American Psychological Association, the National Council on Measurement in Education, and the American Educational Research Association. The research advances our understanding of teacher curricular reasoning through the development of the two measures. The work bridges research and practice as the researchers use self-report and observational evidence to support and improve teachers’ practice of curricular reasoning. The team uses Rasch psychometric tools for standard setting to improve the usability of the measures for classroom usage. 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.

数学教师从事课程推理，因为他们设计和与学生互动，选择课程材料，并在高质量的教学服务实施课程标准。目前，中学数学教师课堂决策的课程推理还没有统一的测量方法。在本研究计画中，研究小组发展并验证了两种中学数学教师课程推理的测量方法。第一项措施从教师的角度看待课程推理，第二项措施关注数学教育研究共同体的观点。该研究考察了教师的自我评估，并与专业观察员（例如，教练、学校领导和研究人员）来建立教师自我报告测量的有效性。本研究建立了中学数学教师课程推理的基准分数，支持增加课程推理分数的可解释性和实用性，以改善课堂实践。研究人员仔细研究了四个研究问题：[1]在多大程度上有效性证据支持使用课程推理自我评估调查套件来测量中学数学教师自己的课程推理？[2]课程推理观察评量在多大程度上支持了对中学数学教师课程推理的测量？[3]用新课程推理工具测量中学数学教师的课程推理能力是否存在显著相关？[4]什么基准定义不同的课程推理水平的两个措施？研究小组根据美国心理协会、全国教育测量理事会和美国教育研究协会的共同标准收集有效性数据。本研究透过这两项测量的发展，增进我们对教师课程推理的了解。这项工作的桥梁研究和实践的研究人员使用自我报告和观察证据，以支持和改善教师的课程推理实践。该团队使用Rasch心理测量工具进行标准设置，以提高课堂使用措施的可用性。 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。