Influences on Preservice Teachers' Instructional Decision Making

伊利诺伊州立大学寻求资金，为K-6年级的小学教师开发一个数学示范课程，包括职前和在职，重点是认知指导教学方法。有经验的教师团队将在CGI中挑选和准备一年，这些教师将在他们的课堂上建立学习环境，以反映当前关于儿童学习数学的研究结果。随后，这些教师和新的团队将与职前教师合作，在数学和数学教育方面进行必要的课程作业和校本经验。职前教师将与在职教师一起参加研讨会。这些研讨会将在全国数学教师委员会的课程和评估标准的专题领域中，讨论与问题解决和理解有关的教与学。在该项目的研究部分，将对职前教师进行研究，因为他们将成为新教师，并在整个项目期间由提倡者跟随他们进入自己的教学年限。教育学院和数学系正在与该地区的学校系统合作实施这一方案。伊利诺伊州立大学的捐款占NSF预算的22%。

Illinois State University seeks funds to develop a model mathematics program for elementary teachers grades K-6, both preservice and inservice, focusing on the cognitive guided instruction approach to instruction. Teams of experienced teachers will be selected and prepared in CGI for a year and these teachers will establish learning environments in their classrooms that reflect current research findings on how children learn mathematics. Subsequently, these teachers and new teams will work with preservice teachers in mathematics and mathematics education required coursework and school-based experiences. The preservice teachers will be in seminars together with the inservice teachers. These seminars will address teaching and learning as related to problem solving with understanding in the topic areas of the Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics. The preservice teachers will be studied in the research component of the project as they become new teachers and are followed by the proposers into their own teaching years throughout the duration of the project. The College of Education and the Department of Mathematics are collaborating in the implementation of this program together with school systems in the area. The contribution of Illinois State University accounts for 22% of the NSF budget.