Communication In and About School Mathematics

密歇根大学正在寻求资金，以研究在小学课堂上教授理解数学的方法，并开发关于这种教学的探究和交流工具。该项目有三个相互关联的目的：研究当前改革所设想的数学教与学的类型；构建教师和教师教育工作者学习这种教学的新途径；改革教师教育的目标、内容和话语。提议者将开发一系列小学数学教室的场景/小插曲，并将它们放置在超媒体环境中，供其他数学教育者调查和使用。这些材料将有助于理解教师/学生对话和课堂互动，并将帮助研究人员更多地了解儿童如何构建数学。对教师准备工作的影响包括在教师职前和在职课程中使用教学材料。此外，教师课程的讲师将从材料，他们的解释和研究结果中学习。费用分摊额超过了NSF资金的12%。

Michigan University seeks funds to investigate what is involved in trying to teach mathematics for understanding in an elementary classroom, and to develop tools for inquiry into and communication about this kind of teaching. The project has three interrelated purposes: to study the kind of mathematics teaching and learning envisioned by the current reforms; to construct new approaches for teachers and teacher educators to learn about this kind of teaching; and to educate teacher educators in reforming the aims, content, and discourse of teacher education. The proposers will develop a collection of scenarios/vignettes of elementary mathematics classrooms, and will place them into a hypermedia environment for investigation and use by other mathematics educators. These materials will contribute to understanding teacher/ student dialogues and classroom interactions and will help researcher learn more about how children construct mathematics. The implications for teacher preparation include the use of materials for instruction in courses for teachers, both preservice and inservice. In addition, the instructors of the courses for teachers will learn from the materials, their interpretation, and the research results. Cost sharing amounts to over 12% of NSF funding.