Collaborative Research: Applying and Refining a Model for Dynamic, Discussion-Based Professional Development for Middle School Teachers about Fractions, Ratios and Proportions
合作研究:应用和完善中学教师关于分数、比率和比例的动态、基于讨论的专业发展模型
基本信息
- 批准号:2331772
- 负责人:
- 金额:$ 90.11万
- 依托单位:
- 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:2023-06-01 至 2026-07-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
This project explores the effectiveness of two different versions of professional development (PD) designed to enhance middle school mathematics teachers’ understanding of fractions and proportions, and their teaching of these mathematical concepts to students. The PD uses an approach that engages teachers with web-based apps that allow them to test and experiment with their mathematical ideas. The apps, combined with guiding questions that challenge teachers’ thinking about fractions and proportions, serve both to promote critical thinking about the concepts and to further developing their understandings of the concepts. The researchers will use an innovative approach, topic modeling, to examine the effectiveness of each of version of the PD. Topic modeling will allow the researchers to identify patterns in the language teachers use as they participate in the PD, and subsequently, to better understand the development of the understanding teachers develop. The project has promise to not only enhance teachers’ instruction on topics with which students have traditionally struggled, but also to demonstrate the viability of Topic Models as a means to measure learning using natural language—an approach that could potentially replace large-scale, multiple-choice tests as a measure of student learning with learning activities in the classroom. The project uses a design-based research approach to focus on three main goals: expansion of a pilot PD model to include fractions and proportions; testing of a conjecture about the PD model focused on supporting teachers in making connections between learning content in novel ways to developing pedagogical content knowledge (PCK) from their experiences; and implementing topic modeling as an assessment model for measuring changes in teachers’ participation in the PD. Topic models will be used as the primary assessment, rather than pencil and paper assessments, because of their alignment to the content and the PD approach, which is highly interactive and focused on conjecture testing. The use of topic modeling opens an opportunity for qualitative data to be used as an assessment tool rather than relying on assessment instruments that may not be aligned to the instruction. Proposed outcomes of this work include: a pool of mathematical tasks for teachers that support playful engagement with important mathematical ideas; a guide outlining a coherent 30-hour experience for teachers that engages in developing both content knowledge and PCK related to fractions, ratios, and proportions; evidence of the PD program’s effectiveness that relies on topic modeling to measure change in teachers’ participation and learning in the workshops; data on two different approaches to supporting teachers in linking content knowledge development to PCK development; and a coding framework that defines “robust” understanding of fractions related to referent units and invariance. All aspects of the PD will be grounded in the use of dynamic, web-based “toys” (apps) that have been designed to support the development of robust understandings of proportion and fraction concepts. Contributions to the field include the PD model, the robust understandings framework, and findings specific to the use of topic models. One such contribution will be further insight into the sample size necessary to use topic models for assessment, which will help the field better understand how to use this quantitative approach with relatively small qualitative data sets. 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.
本研究旨在探讨两种不同版本的专业发展(PD)的有效性,旨在提高中学数学教师对分数和比例的理解,以及他们对学生这些数学概念的教学。PD使用的方法是让教师使用基于网络的应用程序,让他们测试和实验他们的数学思想。这些应用程序与挑战教师对分数和比例的思考的指导性问题相结合,既有助于促进对概念的批判性思考,也有助于进一步发展他们对概念的理解。研究人员将使用一种创新的方法,主题建模,来检查每个版本的PD的有效性。主题建模将使研究者能够识别教师在参与PD时使用的语言模式,从而更好地理解教师的理解发展。该项目不仅承诺加强教师对学生传统上一直在努力学习的主题的指导,而且还证明了主题模型作为使用自然语言测量学习的一种手段的可行性,这种方法可能会取代大规模的多项选择测试,作为测量学生在课堂上学习活动的一种方法。该项目采用基于设计的研究方法,重点关注三个主要目标:扩大试点PD模型,包括分数和比例;测试有关PD模型的猜想,重点是支持教师以新颖的方式将学习内容联系起来,从他们的经验中发展教学内容知识(PCK);实施主题模型作为衡量教师参与PD变化的评估模型。主题模型将被用作主要评估,而不是铅笔和纸张评估,因为它们与内容和PD方法保持一致,这是高度互动的,专注于猜测测试。主题建模的使用为定性数据作为评估工具提供了机会,而不是依赖于可能与教学不一致的评估工具。这项工作的建议成果包括:一个数学任务池,支持与重要的数学思想的游戏参与教师;一个指南,概述了一个连贯的30小时的经验,教师从事开发内容知识和PCK相关的分数,比率和比例; PD计划的有效性的证据,依赖于主题建模来衡量教师在工作坊中的参与和学习变化;数据的两种不同的方法,以支持教师在链接内容知识的发展,PCK的发展;和编码框架,定义了“强大的”理解有关的分数所指单位和不变性。PD的所有方面都将基于使用动态的基于网络的“玩具”(应用程序),这些玩具旨在支持对比例和分数概念的强大理解的发展。对该领域的贡献包括PD模型,强大的理解框架,以及特定于主题模型使用的发现。这方面的贡献之一将是进一步深入了解使用专题模型进行评估所需的样本规模,这将有助于实地更好地了解如何在相对较小的定性数据集的情况下使用这种定量方法。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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Chandra Orrill其他文献
Chandra Orrill的其他文献
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{{ truncateString('Chandra Orrill', 18)}}的其他基金
Computational Thinking Counts in Elementary Grades: Powerful STEM Teaching and Learning for the 21st Century
计算思维在小学中很重要:21 世纪强大的 STEM 教学
- 批准号:
2331742 - 财政年份:2023
- 资助金额:
$ 90.11万 - 项目类别:
Standard Grant
Collaborative Research: Applying and Refining a Model for Dynamic, Discussion-Based Professional Development for Middle School Teachers about Fractions, Ratios and Proportions
合作研究:应用和完善中学教师关于分数、比率和比例的动态、基于讨论的专业发展模型
- 批准号:
2201125 - 财政年份:2022
- 资助金额:
$ 90.11万 - 项目类别:
Continuing Grant
EAGER: SaTC AI-Cybersecurity: Opening Doors for Cybersecurity & AI: An Interdisciplinary Approach to Engaging Middle School Students
EAGER:SaTC AI-网络安全:打开网络安全之门
- 批准号:
2114981 - 财政年份:2021
- 资助金额:
$ 90.11万 - 项目类别:
Standard Grant
Computational Thinking Counts in Elementary Grades: Powerful STEM Teaching and Learning for the 21st Century
计算思维在小学中很重要:21 世纪强大的 STEM 教学
- 批准号:
1934111 - 财政年份:2019
- 资助金额:
$ 90.11万 - 项目类别:
Standard Grant
Proportions Playground: A Dynamic World to Support Teachers' Proportional Reasoning
比例游乐场:支持教师比例推理的动态世界
- 批准号:
1621290 - 财政年份:2016
- 资助金额:
$ 90.11万 - 项目类别:
Standard Grant
CAREER: Coherence as a Basis for Understanding Teachers' Mathematical Knowledge for Teaching
职业:连贯性是理解教师教学数学知识的基础
- 批准号:
1054170 - 财政年份:2011
- 资助金额:
$ 90.11万 - 项目类别:
Continuing Grant
Does It Work? Building Methods for Understanding Effects of Professional Development
它有效吗?
- 批准号:
1036083 - 财政年份:2010
- 资助金额:
$ 90.11万 - 项目类别:
Continuing Grant
Building a Technology Research Agenda: An Early Career Symposium
制定技术研究议程:早期职业研讨会
- 批准号:
0842646 - 财政年份:2008
- 资助金额:
$ 90.11万 - 项目类别:
Standard Grant
Does It Work? Building Methods for Understanding Effects of Professional Development
它有效吗?
- 批准号:
0633975 - 财政年份:2007
- 资助金额:
$ 90.11万 - 项目类别:
Continuing Grant
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