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

几何教学为学生提供了将设计思维应用于实际问题的独特机会。本项目支持教师采用以人为本的设计方法设计和实施课程。几何教师将参与为期两年的课程研究，以规划基于问题的几何课程，并观察学生在这些课程中的思维。该项目调查教师如何学习和应用以人为本的几何教学框架。该计划将由在高需求学校任教的教师实施，这些学校为许多来自代表性不足群体的学生提供服务。研究结果将支持教师在数学教学中整合以人为本的设计的创新发展。学生将从学习和应用以人为本的设计过程中受益，以解决社区中的问题。项目团队将制作案例，记录课程的开发和实施情况，以及从课程中提取的故事的播客。课程和播客将通过伊利诺伊大学希贝尔设计中心的网站提供。该项目调查了这项创新是否以及如何支持教师在基于问题的几何课程中整合以人为本的设计。研究的问题是：(1)教师如何通过课程研究使用HCD框架设计和实施课程？(2)通过课程研究来设计和实施课程，在教师注意、教师专业群体和教学资源方面产生了哪些变化？(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，团队将应用以人为本的设计来理解制作和教学课程所涉及的过程。为了回答第二个问题，该团队将研究教师参与课程研究的变化，包括教师注意到学生思维的变化和专业社区的发展。对于第三个研究问题，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。研究方法包括案例研究法和教师课堂研究讨论的视频检查，以确定教师注意和教师学习机会。研究结果将有助于理解教师教育者和其他与教师一起工作的人如何将以人为本的设计应用于数学教学。该团队试图确定基本课程学习结构的特征，这些特征可以支持教师规划和实施以人为本的几何设计课程。考试结果将在未来与其他寻求通过课程学习将以人为本的设计与数学联系起来的教师一起扩展这项工作。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高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，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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。

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.