The Mathematics Teacher Development (MTD) Project

摘要概览：MTD项目是针对当前数学教育改革的方向，研究幼儿园至六年级职前和在职数学教师在教学实践中的发展。该研究对这些教师进行了密集的教学计划和监督的实地经验。它试图确定教师发展的模式，职前教师的障碍，以及在专业发展过程中出现的关键问题。策略：该项目的第一个教学组成部分是一系列五学年的课程，由项目主任教授，面向一组有前途的和在职的中小学教师。1996年，参与者完成了第一个课程，旨在培养数学知识，信心和能力，并为反映国家标准的数学教学提供经验基础。第二门课程（1997年）将侧重于学生的数学思维；参与者将进行学生访谈，以调查学生对数学的理解。第三、第四和第五课程（1997年和1998年）将对小学数学课程中关键概念的学习和教学进行综合考察。在项目的第二个部分，每位在职教师与一名项目工作人员配对，该工作人员每周访问教师的一堂数学课，观察并提供反馈或教授示范课；然后，他们开会概述未来的行动计划，讨论有用的资源，并解决出现的问题和问题。每位职前教师还直接与在职教师一起工作，在课堂上承担越来越多的责任，最终在1998年成为全职学生教学经验。影响：来自州立大学区学区五所小学和两所中学的15名职前教师和13名教师参加了此次活动。本研究通过课堂教学实验和个案研究，重点关注教师的个体发展和集体发展。收集的数据包括课堂上参与者授课和被授课的录像带、实地考察时的笔记、学生作业和教师访谈的录音。对三名教师和三名未来教师发展的案例研究还包括每两周进行一次录音访谈和每个月在课堂上进行录像观察。此外。这些教师与项目工作人员和职前教师的会议被录音。从1997年开始，由大学教员、政策制定者和教师组成的顾问团将举行年度会议，讨论该项目的进展。结束后将提供一份总结性评价报告。项目在1997年全国数学教师委员会年会上提出了一篇关于教师基本教学模式的论文。项目工作人员和参与者将在其他国家和国际会议上介绍他们的研究结果，并将在专业期刊上发表。主要研究人员：Martin A. Simon, Ron Tzur

9600023AbstractOVERVIEW: The MTD Project is studying the development of preservice and inservice mathematics teachers of kindergarten through grade 6 as they develop their teaching practices in the direction of current mathematics education reforms. The research studies these teachers in the context of an intensive instructional program and supervised field experience. It seeks to identify patterns of teacher development, obstacles for preservice teachers, and key issues that emerge during the professional development process.STRATEGIES: The project's first instructional component is a series of five academic-year courses, for a combined group of prospective and practicing elementary and middle school teachers, taught by the project director. In 1996, participants completed the first course designed to foster mathematical knowledge, confidence, and competence and to provide an experiential base for mathematics instruction that reflects the national standards. The second course (1997) will focus on students' mathematical thinking; participants will conduct student interviews to investigate students' understanding of mathematics. The third, fourth and fifth courses (1997 and 1998) will provide an integrated look at the learning and teaching of key concepts in the elementary school mathematics curriculum. During the project's second component, each inservice teacher is paired with a project staff member, who visits one of the teacher's mathematics classes weekly to observe and provide feedback or teach model lessons; they then meet to outline future action plans, discuss useful resources, and address problems and issues that arise. Each preservice teacher also works directly with an inservice teacher, with increasing responsibility in the classroom culminating in a full-time student teaching experience in 1998.IMPACT: Fifteen preservice teachers and 13 teachers from five elementary schools and two middle schools in the State College Area School District are participating. The research focuses on the individual and collective development of the teachers through whole-class teaching experiments and individual case studies. Data collected through classroom videotapes of participants teaching and being taught, notes taken during site visits, student work, and audiotaped teacher interviews. The case studies of the development of three teachers and three prospective teachers also include audiotaped interviews every two weeks and videotaped observations in their classrooms each month. In addition. these teachers' meetings with project staff and preservice teachers are audiotaped. Beginning in 1997, annual meetings with an advisory panel of university faculty, policymakers, and teachers will be held to discuss the project's progress. A summative evaluation report will be available upon conclusion. The project has proposed a paper about teachers' basic teaching models at the 1997 National Council of Teachers of Mathematics annual meeting. Project staff and participants will present their findings at additional national and international conferences and will publish them in professional journals.PRINCIPAL INVESTIGATORS: Martin A. Simon, Ron Tzur