Engaging Teachers in Integrating Human-Centered Design for Geometry Problem-based Instruction

让教师将以人为本的设计融入基于几何问题的教学

• 批准号: 2300689
• 负责人: Gloriana Gonzalez Rivera
• 金额: $ 137.57万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300689&HistoricalAwards=false
• 关键词: Engaging; Teachers; Integrating; Human; Centered

Geometry instruction offers unique opportunities for students to apply design thinking to authentic problems. This project supports teachers in designing and implementing lessons using a human-centered design (HCD) approach. Geometry teachers will participate in lesson study for two years to plan problem-based geometry lessons and to observe student thinking during those lessons. The project investigates how teachers learn about and apply a human-centered framework for teaching geometry. It will be implemented with teachers who teach in high-need schools that serve many students from underrepresented groups. Findings will support innovation development with teachers for integrating human-centered design in math instruction. Students will benefit from learning about and applying human-centered design processes to solve problems addressing issues in their communities. The project team will produce cases documenting the development and implementation of the lessons, along with a podcast of stories drawn from the lessons. Lessons and podcasts will be available through the University of Illinois Siebel Center for Design's website.The project investigates whether and how the innovation supports teachers in integrating human-centered design in problem-based geometry lessons. The research questions are: (1) How do teachers design and implement lessons using the HCD framework through lesson study? (2) What changes in teacher noticing, teacher professional community, and teaching-learning resources result from designing and implementing the lessons through lesson study? (3) How does lesson study support teachers in designing and implementing the lessons? To answer the first question, the team will apply human-centered design to understand the processes involved in crafting and teaching the lessons. To answer the second question, the team will examine changes from teachers' lesson study participation, including changes in teacher noticing of student thinking and in the development of a professional community. With the third research question, the team will investigate challenges that result from adapting lesson study phases to integrate a human-centered design approach. Research methods include case study methodologies and the examination of videos from teachers' lesson study discussions to identify teacher noticing and teacher learning opportunities. Findings will contribute to an understanding of how teacher educators and others who work with teachers can engage in applying human-centered design to math instruction. The team seeks to identify features about the underlying lesson study structure that can support teachers in planning and implementing human-centered design geometry lessons. Examination outcomes will be useful in the future for expanding this work with other teachers who seek to connect human-centered design and math through lesson study.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.

几何教学为学生提供了独特的机会，将设计思维应用于真实的问题。该项目支持教师使用以人为本的设计（HCD）方法设计和实施课程。几何教师将参加为期两年的课程研究，以计划基于问题的几何课程，并观察学生在这些课程中的思考。该项目调查了教师如何学习和应用以人为本的几何教学框架。它将与在高需求学校任教的教师一起实施，这些学校为许多来自代表性不足群体的学生提供服务。研究结果将支持创新发展与教师整合以人为本的设计在数学教学。学生将受益于学习和应用以人为本的设计过程，以解决他们社区中的问题。项目小组将制作案例，记录课程的发展和实施，沿着从课程中汲取的故事播客。课程和播客将通过伊利诺伊大学设计中心的网站提供。该项目调查创新是否以及如何支持教师将以人为本的设计融入基于问题的几何课程。本研究的问题是：（1）教师如何通过课程研究，运用HCD框架设计和实施课程？(2)通过课程研究设计和实施课程后，教师的注意力、教师专业共同体和教学资源发生了什么变化？(3)课程研究如何支持教师设计和实施课程？为了回答第一个问题，该团队将应用以人为本的设计来理解制作和教授课程所涉及的过程。为了回答第二个问题，研究小组将考察教师参与课堂研究的变化，包括教师对学生思维的关注和专业社区的发展。对于第三个研究问题，该团队将调查调整课程学习阶段以整合以人为本的设计方法所带来的挑战。研究方法包括个案研究法和教师课堂讨论录像的检查，以确定教师注意和教师学习的机会。研究结果将有助于了解教师教育工作者和其他与教师合作的人如何将以人为本的设计应用于数学教学。该团队旨在确定基本课程研究结构的特征，这些特征可以支持教师规划和实施以人为本的设计几何课程。考试结果将有助于在未来扩大与其他教师谁寻求通过课程研究连接以人为本的设计和数学这项工作。发现研究preK-12计划（DRK-12）旨在显着提高科学，技术，工程和数学（STEM）的学习和教学preK-12学生和教师，通过研究和开发创新资源，模型和工具。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。