Supports for learning to manage classroom discussions: Exploring the role of practical rationality and mathematical knowledge for teaching

密歇根大学和马里兰州大学的研究人员正在开发材料，以调查中学数学教学实践背后的合理性，并支持中学数学教师发展专业知识和教学技能。该项目的重点是引导课堂讨论学习代数和几何。该项目利用教学情景动画，开发在线多媒体问卷，并利用这些问卷评估实习教师的教学数学知识及其对教师决策的评价。调查问卷中的报告和论坛条目被整合到一个学习环境中，为未来的教师和他们的导师围绕这些动画场景构建。这种环境允许职前教师导航，注释和交流的情况下，它允许他们的教师计划使用这些方案，并与他们的同行分享经验。教师理性的研究采用嵌入式单因素方差分析的实验设计，而学习环境的开发则采用迭代设计、实施和评估的过程。西北大学研究人员的项目评估使用定性方法来检查环境中提供的内容以及国家网络的教师教育工作者及其学生所感知的有用性。

Researchers at the Universities of Michigan and Maryland are developing materials to survey the rationality behind secondary mathematics teaching practice and to support the development by secondary mathematics preservice teachers of specialized knowledge and skills for teaching. The project focuses on the leading of classroom discussions for the learning of algebra and geometry. Using animations of instructional scenarios, the project is developing online, multimedia questionnaires and using them to assess practicing teachers' mathematical knowledge for teaching and their evaluations of teacher decision making. Reports and forum entries from the questionnaires are integrated into a learning environment for prospective teachers and their instructors built around these animated scenarios. This environment allows pre-service teachers to navigate, annotate, and communicate about the scenarios; and it allows their instructors to plan using those scenarios and share experiences with their counterparts. The research on teachers' rationality uses an experimental design with embedded one-way ANOVA, while the development of the learning environment uses a process of iterative design, implementation, and evaluation. The project evaluation by researchers at Northwestern University uses qualitative methods to examine the content provided in the environment as well as the usefulness perceived by teacher educators of a state network and their students.