Large Empirical Research Project in the Contextual Research Strand: The First Five Years of Mathematics Teaching

本研究拟研究初任教师数学教学知识的发展，以及前期准备、学校环境和在职学习机会对数学教学知识的影响。所支持的项目是一项规划和发展研究，可能导致一项更大的跨国研究。调查人员将编制教师调查、样本框架、所需的独特调查方法，并将争取国家参与。规划和发展阶段的贡献将包括可在其他情况下使用的抽样方法和调查工具。按照设想，更大的项目将调查六个具有代表性和独立的教师样本，这些教师在美国和其他三到五个高成就国家有零到五年的教学经验。这项工作建立在一个成功的、现有的奖励研究人员的基础上——教师教育发展研究（TEDS-M）——该研究旨在检查准备教数学的本科生的数学知识。因此，拟议的研究是该研究计划的下一个合乎逻辑的步骤，它将告诉我们更多关于美国教师在数学知识和数学教学知识方面与其他国家教师的比较。

The investigators propose to study novice teachers' development of mathematical knowledge for teaching and the influence that previous preparation, school context, and opportunities to learn-on-the-job have on that knowledge. The project as supported represents a planning and development study that may lead to a larger cross-national study. The investigators will develop surveys of teachers, a sample framework, unique survey methodologies required, and will enlist country participation. The contributions of the planning and development phase will include sampling methodology and survey instrumentation that can be used in other contexts. The larger project as envisioned will survey six representative and independent samples of teachers with zero to five years of teaching experience in the U.S. and in three to five other high achieving countries. The work builds upon a successful, existing award to the investigators--the Teacher Education Development Study (TEDS-M)--that is examining the math knowledge of undergraduate students who are preparing to teach math. As a result, the proposed study is the next logical step in this program of research and will tell us more about how U.S. teachers compare with teachers of other countries in terms of their mathematical knowledge and mathematical knowledge for teaching.