DR - K12 R&D Geometry Assessments for Secondary Teachers (GAST)

中学教师几何评估（GAST）代表了路易斯维尔大学、肯塔基大学、佛罗里达州立大学、Alpine Testing Solutions和Horizon Research Inc.的教职员工之间的合作伙伴关系，旨在为中学数学教师的几何知识开发一个知识框架和评估。评估框架旨在收集有效性证据，以预测有效的几何教学和提高学生的成绩。几何已经成为一门重要的中学学科，为学生的高等教育和工作经验做准备。随着新课程和新技术的出现，全国中学几何的目的和性质发生了巨大变化。要想成为一名有效的几何教师，必须对几何及其应用有深刻的相关知识。由数学教育者、数学家和课堂教师组成的GAST团队开发的教师几何教学知识框架将描述中学教师有效教学和提高学生成绩所需的几何知识。该项目将应用由密歇根大学、密歇根州立大学和佐治亚大学的研究人员开发的教师知识模型来构建框架和随后的评估。评估将经过实地测试和心理测量分析，以便为有效的几何教学和学生的几何成绩提供预测证据。以往对中学教师数学知识的研究主要依赖于课程成绩、课程列表、教学经验等教师知识指标。GAST将为教学提供教师几何知识的衡量标准，为课堂表现和学生成绩提供预测性证据。本研究开发的框架和评估可用于：(1)研究人员探索教师的几何教学知识及其对教学实践和学生成绩的影响，测量教师的几何知识、教师的态度和信念、教师的课堂表现和学生成绩之间的关系；(2)项目、研究所和其他专业发展计划的项目主管和评估人员，以及高等教育课程讲师，评估中学教师掌握教学几何知识的程度，并确定项目对这些知识的影响；(3)数学家、教师教育者、学校管理者、在职教师和准教师为教学提供教师几何知识诊断信息。

Geometry Assessments for Secondary Teachers (GAST) represents a collaborative partnership among faculty and staff at the University of Louisville, the University of Kentucky, Florida State University, Alpine Testing Solutions, and Horizon Research, Inc. to develop a knowledge framework and assessments for secondary mathematics teachers' geometry knowledge for teaching. The framework for the assessments will be designed to collect validity evidence for predicting effective geometry teaching and improving student achievement. Geometry has become an important secondary school subject to prepare students for both postsecondary and work experiences. With the advent of new curricula and technology, the purpose and nature of geometry has changed dramatically in secondary schools across the country. Geometry teachers, to be effective, must have a deep and relevant knowledge of geometry and its applications. The framework of teachers' geometry knowledge for teaching developed by GAST teams of mathematics educators, mathematicians, and classroom teachers will describe the geometry knowledge needed by secondary teachers to teach effectively and improve student achievement. This project will apply models of teacher knowledge developed by researchers at the University of Michigan, Michigan State University, and the University of Georgia to build the framework and subsequent assessments. The assessments will undergo field testing and psychometric analysis to in order to provide predictive evidence of effective geometry teaching and student achievement in geometry. Past research on secondary teachers' mathematics knowledge have relied on indicators of teacher knowledge like course grades,lists of courses, and teaching experience. GAST will provide measures of teachers' geometry knowledge for teaching that provide predictive evidence of classroom performance and student achievement.The framework and assessments developed in the project could be used by: (1) researchers to explore teachers' geometry knowledge for teaching and its impact on instructional practices and student achievement and to measure relationships among teachers' geometry knowledge, their attitudes and beliefs, their classroom performance, and student achievement; (2) project directors and evaluators of projects, institutes, and other professional development programs and postsecondary course instructors to assess the degree to which secondary teachers possess geometry knowledge for teaching and to determine program impact on this knowledge; and (3) mathematicians, teacher educators, school administrators, and practicing and prospective teachers to provide diagnostic information about teachers' geometry knowledge for teaching.