Collaborative Research: Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use

该项目的重点是揭示和评估小学教师有效使用数学课程材料所需的能力（知识、能力、理解和行动方式）。该项目的指导假设，精心设计的课程计划有可能有助于改善在K-12教室数学学习的机会。很少有研究审查教师有效利用这些资源所需的知识和能力。项目小组将开展研究，审查和确定这些能力（称为教学设计能力），并开发评估这些能力的工具。有待开发的一个关键资源是评估小学教师在课程材料中的表征和任务中嵌入的数学知识的工具（课程嵌入数学评估[CEMA]）。该项目包括相互关联的发展和研究活动。开发活动包括开发教育评价和评估系统，开发和完善收集教师使用课程材料数据的工具。研究活动包括使用这些工具收集和分析教师的课程使用和能力的关键，既完善工具和开发的PDC的概念模型的目的数据。这些活动分为三个工作阶段。工具设计阶段包括设计和测试CEMA，以及开发和调整其他工具来收集教师课程使用的数据。工具试点阶段包括一个试点研究的10名教师使用5个不同的课程计划，使用所有的项目工具，以完善他们，并制定一个初步的模式的PDC。在工具实施阶段，我们使用经过改良的工具来研究15位教师的课程使用情况，以发展出一个课程开发的概念模型，作为未来研究和专业发展的指导。为了考虑特定的课程特征和资源在影响教师使用材料方面所起的作用，第一阶段将对五个项目进行分析。

The project focuses on revealing and assessing the capacities (knowledge, abilities, ways of understanding and acting) needed by elementary teachers for productive use of mathematics curriculum materials. The project is guided by the assumption that well designed curriculum programs have the potential to contribute to improvement in mathematics learning opportunities in K-12 classrooms. Minimal research has examined the kind of knowledge and capacities necessary for teachers to use these resources productively. The project team will undertake research to examine and identify these capacities (referred to as pedagogical design capacity or PDC) and develop tools to assess them. A key resource to be developed is a tool to assess elementary teachers' knowledge of mathematics embedded in the representations and tasks in curriculum materials (Curriculum Embedded Mathematics Assessment [CEMA]. The project includes interrelated development and research activities. The development activities include developing the CEMA and developing and refining tools for gathering data on teachers' use of curriculum materials. The research activities involve employing these tools to gather and analyze data on teachers' curriculum use and the capacities critical to it for the purposes of both refining the tools and developing a conceptual model of PDC. These activities are organized into 3 stages of work. The Instrument Design stage involves designing and testing the CEMA and developing and adapting other tools to collect data on teachers' curriculum use. The Instrument Pilot stage consists of a pilot study of 10 teachers' use of 5 different curriculum programs using all project instruments in order to refine them and develop an initial model of PDC. The Instrument Implementation stage involves employing the refined instruments to study 15 teachers' curriculum use in order to develop a conceptual model of PDC, which will guide future research and professional development. In order to consider the role that particular curriculum features and resources play in influencing teachers' use of the materials, each of the 5 programs will be analyzed during first stage.