DNR-Based Instruction: A Model for Professional Development of Math Teachers, with a Special Attention to Justification and Proof and Algebra Teachers from Low Performing Schools

借鉴以前的工作和DNR为基础的教学试点研究。 PI观察到，这种教学在教师的代数知识、证明和证明的使用、对学生学习方式的理解以及数学教学实践方面都带来了积极的变化。 因此，这项拟议中的研究的总体目标是将，如果是这样的话，如何将，一个基于DNR的指令是有效的代数教师的知识基础的发展，特别是在数学，认知和教学方面的证明计划？ 教师将被随机分配到治疗，并在研究的最后一年，学生成绩的明确联系将被估计。

Drawing on prior work and a pilot study of DNR based instruction. The PI observed that such instruction has brought about positive change in teachers' knowledge of algebra, in their use of justification and proof, in their understanding of how students learn, and in their practices of teaching mathematics. Consequently, the general goal of this proposed research is will, and if so how will, a DNR-based instruction be effective in developing the knowledge base of algebra teachers, particularly with respect to mathematical, cognitive, and instructional aspects of proof schemes? Teachers will be randomly assigned to treatment and in the last year of the study explicit links to student achievement will be estimated.