Integrating Mathematics and Pedagogy (IMAP): An Investigation of the Effects on Elementary Preservice Teachers' Beliefs and Learning of Mathematics

该项目提出了一系列的实验和定性研究，这将有助于理解的作用，精心设计的早期现场经验的副作用教师，再加上数学内容课程，对未来的小学数学教师的信念和数学成长。 PI建议开发工具，提供准确的措施：1。未来教师的信念;2。未来的教师;他们希望教的学校数学的理解深度;3。了解新手和专家在观察教学情况时实际关注的内容，并理解这些知识将指导基于实地的课程的开发。该课程将使用准实验设计进行评估，该设计将准教师的班级分配到三个条件之一。 所有三种情况的学生将在随后的学期完成数学课程时进行比较。 相关的准实验研究，提出了审查的时间问题。 本研究亦会收集其他资料，作为两项主要研究的参考，研究结果将为其他大学提供一个知识基础，以制订有效的师资培训计划。

This project proposes a series of experimental and qualitative studies that will help in understanding the role of carefully designed early field experiences for preservice teachers, coupled with mathematics content courses, on the beliefs and the mathematical growth of prospective elementary teachers of mathematics. The PIs propose to develop instruments that provide accurate measures of:1. Beliefs of prospective teachers;2. Prospective teachers; depth of understanding of the school mathematics they expect to teach;3. Knowledge about what novices and experts actually attend to when observing teaching situations, with the understanding that this knowledge will guide the development of a field-based course.The course will be evaluated using a quasi-experimental design employing assignment of classes of prospective teachers to one of three conditions. Students in all three conditions will be compared as they complete their mathematics courses in subsequent semesters. Related quasi-experimental studies are proposed to examine questions of timing. Various other data will be collected as adjuncts to the two major studies.Research results will offer other universities a knowledge base in planning effective teacher preparation programs.