Investigating the Effectiveness of the NWREL Mathematics Problem Solving Model: A Quasi-Experimental Study

西北地区教育实验室的课堂培训和学习中心正在与俄勒冈州立大学和波特兰州立大学数学系合作，调查数学评估专业发展模式的有效性。本计画的形容词描述了NWREL数学问题解决模式（NWREL MPM）对教学策略、课堂话语模式、学生数学问题解决成绩和态度的影响。该项目还将调查课堂教师使用NWREL MPM时的技术质量；教师在课堂上实施网络资源管理的性质；利用基于网络的技术支持对中学数学学生进行基于规则的话语教学，促进教师实施的效果以及干预后教师教学和评估实践的性质变化。混合方法研究设计将结合准实验领域的专业发展计划测试和定性分析的实施计划。定量准实验现场测试将比较实验组和对照组教师的学生在项目设计的数学问题解决任务和州或地区标准化测试中的表现。对实验组和控制组教师在课堂上的实施工作进行详细的民族志定性分析，将提供关于如何进行解决问题的指导以及关于课堂话语模式的性质的信息。将编写一份解决问题作业的手册，由项目中的教师领导进行实地测试，并在4个区域邀请会议上进行讨论。关于教师评价的知识和实践的许多研究都是用严格的定性方法进行的。本项目力求扩大这一研究，包括实地考察以评价为重点的特殊专业发展干预对教师做法和学生学业成绩的影响。专业发展的影响和在复杂的课堂环境中实现这种影响的方式都是将要发展的目标理解。将西北地区教育实验室的重要技术援助资源与大学研究人员丰富的专业知识相结合，加强了对评估如何影响教学和学生学习的新认识的发展能力。对拟议研究项目的更广泛影响本研究的重点是对形成性和总结性的评估如何有助于学生的学习做出随意的解释。关于如何帮助学生理解评估他们的标准以提高成绩的新知识将是这个项目的一个成果。与机构建立联系，提高成就将是这个项目的一个成果。与参与教师职前教育历史悠久的机构建立联系，并有可能将这项研究的结果纳入教师教育评估课程，该提案将直接影响教师在课堂上对评估的了解，教师和学生之间围绕绩效和评估标准的对话的互动证据将有助于支持课堂工作的教师网络。

The Center for Classroom Training and Learning at the Northwest Regional Educational Laboratory is joining with the Departments Mathematics at Oregon State University and Portland State University to investigate the effectiveness of a mathematics assessment professional development model. The adjectives of the project address the effect of the NWREL Mathematics Problem-Solving Model (NWREL MPM) on instructional strategies, patterns of classroom discourse, and student achievement in and attitudes toward mathematical problem solving. The project will also investigate the technical quality of the NWREL MPM when used by classroom teachers; the nature of teachers' implementation of the NWREL MPM in classrooms'; the effect of the use of web-based technological support of rubric-based discourse with middle school mathematics students to facilitate implementation by teachers'; and the nature of post-intervention changes in teachers' instructional and assessment practices. The mixed-methodological research design will combine a quasi-experimental field test of the professional development program with a qualitative analysis of the implementation of the program. A quantitative quasi-experimental field test will compare the performances of students of treatment and control teachers on project-designed mathematical problem-solving tasks and on state or district standardized tests. A detailed ethnographic qualitative analysis of the implementation efforts in the classrooms of both treatment and control teachers will provide information about how problem-solving instruction is carried out and about the nature of classroom discourse patterns will be examined. A manual for problem solving assignments will be developed, field tested by teacher leaders in the project, and sisseminated in 4 regional invited conferences.Intellectual Merit of the Proposed Research Project Much of the research in teacher assessment knowledge and practice has been carried out with a strictly qualitative approach. This project seeks to expand that research to include a field-based examination of the effect of a particular assessment-focused professional development intervention on the practices of teachers and the academic performance of students. Both the impact of the professional development and the ways in which that impact is realized in the complex environment of the classroom are the target understandings that will be developed. Connecting the significant technical assistance resources of the Northwest Regional Educational Laboratory with the content rich expertise of university researchers strengthens the capacity for the development of new understandings about how assessment influences instruction and student learning.Broader Impact on the Proposed Research Project The focus of this research is to develop casual explanations of how assessment that is both formative and summative in nature contributes to student learning. New knowledge about how helping students to develop an understanding of the criteria by which they are evaluated enhances achievement will be an out come of this project. With connections to institutions that enhances achievement will be an outcome of this project. With connections to institutions that have a strong history of participation in teacher preservice education and the potential to include the results of this research in teacher education courses on assessment, this proposal will provide direct impact on teachers learn about assessment in the classroomevidence of the interactions between teachers and students focused around conversations about performance and criteria for evaluation will contribute to teacher networks that support work in the classroom.