Learning to Teach Mathematics for Understanding: MultimediaCase-Based Elementary Teacher Preparation

该项目将制作视盘教学材料，用于改进小学教师教授数学的准备工作。示范数学教学的视频图像将与对教育学和数学内容进行审查的课程分析结合在一起。课程的录像带将被记录在三年级和五年级的一年教学中。这些班级的老师将是杰出的数学教育学教授。他们的教学将以数学的学科观点为基础，并将反映当前对小学数学课堂上应该发生什么的思考。与全职教师相比，他们也有更大的能力从实践中抽身出来，与观察者一起分析。除了课程的视频、教师对他们为什么这样做的反思的音频和书面描述以及数学家、校本合作者、教师教育工作者和教育研究人员对课程的音频和书面评论外，还将准备音频和书面评论。这些将附在超媒体计算机系统的课程中，以支持从多个角度随机和灵活地查阅案例和分析。学生和教师也将能够构建他们自己的分析。预计这些材料将对大学环境中教师教育的结构产生影响。通过该项目，还应该更多地了解使用新型媒体呈现的新型信息的潜力，以改变教师和教师教育工作者对数学教学的看法。费用分摊将是国家科学基金部分的11%。

This project will produce videodisc based instructional materials for use in improving the preparation of elementary level teachers to teach mathematics. Video images of exemplary mathematics teaching will be coupled with analyses of lessons that examine both pedagogy and mathematical content. Videotapes of lessons will be recorded across a year's instruction in a third and a fifth grade class. The teachers in these classes will be distinguished professors of mathematics education. Their teaching will be grounded in a disciplinary perspective on mathematics and will reflect current thinking about what ought to be occurring in mathematics classes at the elementary level. They will also have a greater capacity than full-time teachers to stand back from their practice and analyze it with observers. In addition to videos of lessons, audio and written accounts of the teachers' reflections on why they did what they did and audio and written commentaries on the lessons by mathematicians, school-based collaborators, teacher educators, and educational researchers will be prepared. These will be attached to the lessons in a hypermedia computer system in order to support random and flexible access to cases and analyses from multiple perspectives. Students and instructors will also be able to construct their own analyses. It is expected that these materials will have an impact on the way teacher education is structured in the university setting. Through the project more should also be learned about the potential for new kinds of information, presented using new kinds of media, to change the way perspective teachers and teacher educators think about mathematics teaching. The cost sharing will be eleven percent of the National Science Foundation portion.