CAREER: Learning to Learn from Mathematics Teaching

本计画的主要目标是透过重新设计的职前数学方法课程，确定未来的小学教师如何成为数学教学和学生数学学习的认真学习者。研究问题-第一阶段（教师教育计划）1)在两年的实验中，治疗和控制干预措施是否按预期实施？2)治疗组职前教师对数学和数学学习的信念是否比对照组职前教师的信念变化更大？3)治疗组的职前教师是否能更好地分析别人教的课？4)治疗组的职前教师是否比对照组的职前教师更能计划、教学和反思他们的数学教学？5)实验组的职前教师是否比对照组的职前教师对数学教学有更好的准备？6)实地工作和学生教学经历的各种特征在多大程度上影响职前教师从治疗性和控制性教学中学习？研究问题-第二阶段（纵向研究）1)在前三年的教学中，实验组教师的记忆力是否高于对照组教师？如果参与者决定离开这个行业，这个决定背后的原因是什么？2)与对照组的职前教师相比，治疗组的职前教师在前三年的数学教学中是否感觉准备得更好？3)治疗组职前教师的数学教学质量是否优于对照组职前教师？4)与对照组的职前教师相比，实验组的职前教师是否更频繁地寻求机会从事专注于改善数学教学的专业实践？他们是否更经常地（无论是正式的还是非正式的）承担领导角色，促进以实践为基础的专业发展方法？5)在前三年的教学中，哪些外部因素（如学校领导、可用的专业发展机会）支持或阻碍教师采用专注于改善教学的专业实践？这项工作将在加州大学欧文分校和周边学区的教师教育项目中完成。本研究的参与者为五年级的职前教师。这些教师将被跟踪到他们的第三年教学。STEM的主要领域是数学。一个随机对照实验将与一个复制组进行为期四年的实验，以比较使用学习从数学教学（LLMT）课程的教师在他们的前三年教学中发生的情况。将采用多种措施，包括实施的保真度（数学方法课程的观察）；信仰调查;基于视频的课程分析；内容与教学内容知识调查；实地考察与学生教学经验调查五年级后三年的留任率，教师效能感量表；课堂观察（参与者的子样本）。五年级教师教育项目的两年学生将参与研究。在第一年，90名学生将被随机分配到常规方法课程或与LLMT合并的课程。第二组90名学生将于明年加入这项研究。在这两组学生中，治疗组将有90人，对照组有90人。此外，每年将选择四名参与者，两名来自治疗组，两名来自对照组，以代表实地工作和学生教学经验背景的变化。这些参与者将在他们教学生涯的前三年被跟踪。案例研究将包括学校和课堂观察以及半结构化访谈。评估将由咨询委员会完成。评估结果将提供有效性的证据。主要的结果和影响将是一种具体方法的证据，使小学教师在教授数学时更有效地关注学生的学习。该项目有可能对90名将接受LLMT指导的职前教师产生最大的影响。他们的学生将是受益者。更有影响力的将是法学mt的传播，用于其他教师教育项目，从研究中获得的知识可以用来塑造其他教师教育项目。参与该项目的研究生也将受益于参与研究学习，包括数据收集和分析。

The main goal of this project is to determine through a redesigned pre-service mathematics methods course how prospective elementary teachers become serious learners about teaching of mathematics and student learning of mathematics. Research Questions - Phase I (Teacher education program) 1) Are treatment and control interventions implemented as intended during both years of the experiment? 2) Do treatment-group pre-service teachers' beliefs about mathematics and mathematics learning change to a larger extent than control-group pre-service teachers' beliefs? 3) Are treatment-group pre-service teachers better able to analyze a lesson taught by others? 4) Are treatment-group pre-service teachers better able to plan, teach, and reflect on their mathematics teaching than pre-service teachers in the control group? 5) Do treatment-group pre-service teachers feel better prepared to teach mathematics than control group pre-service teachers? 6) To what extent do various characteristics of fieldwork and student-teaching experiences impact pre-service teachers' learning from treatment and control instruction?Research Questions - Phase II (Longitudinal study) 1) Is retention during the first three years of teaching higher for treatment than for control-group teachers? If participants decide to leave the profession, what are the reasons behind that decision? 2) Do treatment-group pre-service teachers feel better prepared to teach mathematics during their first three years of teaching than pre-service teachers in the control group? 3) Do treatment-group pre-service teachers exhibit better quality of mathematics instruction than pre-service teachers in the control group? 4) Do treatment-group pre-service teachers more frequently seek opportunities to engage in professional practices that focus on improving mathematics teaching, compared to control-group pre-service teachers? Do they more often assume (whether formally or informally) leadership roles that promote practice-based approaches to professional development? 5) What external factors (e.g., school leadership, available professional development opportunities) during the first three years of teaching support or hinder teachers' adoption of professional practices focusing on improving instruction?The work will be done at the teacher education program at University of California-Irvine and surrounding school districts. The participants in the study will be pre-service teachers in the 5th year program. These teachers will be followed through their third year of teaching. The main STEM field is mathematics. A randomized controlled experiment with a replication group will be conducted over four years that will compare what happens in their first three years of teaching by teachers who have used the Learning to Learn from Mathematics Teaching (LLMT) curriculum. Multiple measures will be used including fidelity of implementation (observations of mathematics methods course); beliefs survey; video-based analysis of a lesson; content and pedagogical content knowledge survey; survey on fieldwork and student teaching experience; retention-in-teaching rates over three years following 5th year program, teacher sense of efficacy scale; and classroom observations (for a sub-sample of participants). Two years of students who are in the 5th year teacher education program will participate in the study. In the first year 90 students will be randomly assigned to the regular methods course or the course with the LLMT incorporated. A second group of 90 students will be included in the study the next year. With the two cohorts of students there will be a pooled sample of 90 in the treatment group and 90 in the control group. In addition, each year, four participants, two from the treatment and two from the control group will be chosen to represent variation in contexts of fieldwork and student teaching experiences. These participants will be followed through the first three years of their teaching career. Case studies will include school and classroom observations and semi-structured interviews. The evaluation will be done by the advisory board. The assessment findings will provide evidence of the efficacy.The main outcomes and impacts will be the evidence on a specific approach to have elementary teachers to become more effective in attending to student learning when teaching mathematics. The project has the potential to have the greatest impact on the 90 pre-service teachers who will receive instruction using the LLMT. Their students will be the beneficiaries. More impactful will be the dissemination of LLMT to be used in other teacher education programs and the knowledge gained from the study that can be used to shape other teacher education programs. Graduate students who work on the program will also benefit from engaging in the research study including data gathering and analysis.