Moving Teachers and Students from Arithmetic to Algebraic Thinking in Murphy School District (K-5): Building Multilevel Insight

本研究基于对认知引导式教学20多年的研究(Carpenter，Fennema，Franke，Levi，&Amp；Empson，1999)。此外，我们将利用最近关于形成性评估的工作，基于相同的认知模型来驱动(Black&&Wiliam，1998a)。基于Black和Wiliam的工作以及CGI的形成性评估是将专业发展与教师学习和学生学习联系起来的唯一两个研究项目(Black&amp；William，2004；Wilson&amp；Berne，1999)。我们还利用多层次理论来了解这些项目如何影响教师知识、课堂实践和学生学习。这个项目并不是理解一个层面，而是试图了解专业发展如何影响课堂和学校内部产生重要学习收获的复杂互动。这项研究将在市中心一个高需求的学区进行，该学区将成为全国数学教育专业发展评估的典范。该项目还将为了解促进拉丁裔学生和英语学习者实质性数学学习的教学实践的努力提供信息。

This research project is grounded in an approach designed from over 20 years ofresearch on Cognitively Guided Instruction (Carpenter, Fennema, Franke, Levi, &Empson, 1999). In addition, we will leverage recent work on formative assessment basedon the same cognitive model that drives (Black & Wiliam, 1998a). The formativeassessment based on the work of Black and Wiliam along with CGI are two of the onlyprograms of research to link professional development to teacher learning to studentlearning (Black & William, 2004; Wilson & Berne, 1999). We also leverage multileveltheory to understand how these programs can effect change on teacher knowledge,classroom practice, and student learning. Rather than understanding one level, this projectlooks to understand how professional development influences the complex interactionswithin classrooms and schools that produce important learning gains in mathematics.The research will be conducted in a high need inner city school district that willserve as a national model for the evaluation of professional development in mathematicseducation. The project will also inform efforts to understand the instructional practicesthat promote substantive learning in mathematics for Latino students and Englishlanguage learners.