Collaborative Research: R&D: Cyber-Enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning

罗格斯大学罗伯特·b·戴维斯学习研究所（RBDIL）、罗格斯大学图书馆和威斯康星大学麦迪逊分校（University of Wisconsin (Madison)）共同开展了这项为期四年的研究和开发项目，旨在解决利用尖端网络技术支持STEM教师实践和发展的前沿挑战。它正在利用视频马赛克协作实验室（VMC），这是一个交互式数字环境，支持基于视频的教师专业发展和相关研究，由罗格斯大学图书馆网络基础设施提供，目前正在美国国家科学基金会的支持下开发。VMC包含了RBDIL视频收集的索引视频案例，并附带了学生数学推理的数据，这是一个基于nsf支持的研究跨越二十年的广泛收集。利用RBDIL的视频收集进行了一项系统设计研究，以支持设计和分享适应性数学教师专业发展干预措施，并对影响干预成功的因素产生可测试的假设。新泽西州和威斯康辛州的多所学校和大学正在开发适合当地情况的视频教学。一项包含现场比较小组的多地点实验设计正在测试这样一种假设，即基于教师研究儿童思维视频的精心设计的干预措施可以提高教师在专业知识（包括数学知识、儿童数学推理和相关信念）方面的表现。该项目展示了利用网络技术建立和共享可适应的干预措施，以促进职前和在职教师的成长，这些干预措施有效地利用了主要的视频集，并在多个站点取得了很大的成功。VMC提供的网络基础设施通过该项目得到了极大的扩展，正在支持使用该视频集开发和记录教师专业发展的其他干预措施，以及未来可能由教师教育工作者或研究人员（包括在其他STEM领域工作的人员）添加的其他视频。

The four-year research and development project, among Rutgers Robert B. Davis Institute for Learning (RBDIL), Rutgers University Libraries, and the University of Wisconsin (Madison), is addressing the frontier challenge of supporting STEM teachers' practice and development using cutting-edge cyber-enabled technology. It is leveraging the Video Mosaic Collaboratory (VMC), an interactive digital environment supporting video-based teacher professional development and related research, being offered through the Rutgers University Libraries cyber infrastructure, currently under development with NSF support. The VMC contains indexed video cases from the video collection from RBDIL with accompanying data on students' mathematical reasoning, an extensive collection based on NSF-supported research spanning two decades.A systematic design research study is being conducted utilizing RBDIL's video collection to support designing and sharing adaptable mathematics teacher professional development interventions and to generate testable hypotheses about factors influencing intervention success. Diverse school and university sites in New Jersey and Wisconsin are developing video-based instruction appropriate to local contexts. A multi-site experimental design containing within-site comparison groups is testing the hypothesis that well-designed interventions based on teachers studying videos of children's thinking can increase their performance on measures of expertise that include knowledge of mathematics, children's mathematical reasoning, and related beliefs. The project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being provided by the VMC and significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future by teacher educators or researchers, including those working in other STEM domains.