CAREER: Investigating Middle and Secondary Mathematics Teachers' Transformative Learning of Statistics within Professional Development

该职业生涯项目通过调查教师的统计推理和针对支持教师发展日益复杂的方法来推理变化的专业发展特征，解决了中学数学教师的专业发展问题。统计变异在整个统计调查中起着至关重要的作用。该项目将教育和研究活动结合起来，设计和实施专业发展计划和专业发展研究。本研究解决了三个相互关联的问题：在一个专业发展计划，鼓励从多个角度对变化的推理，并鼓励困境，批判性反思和理性的话语：1。初中数学教师如何从设计、以数据为中心和建模的角度来推理变化？2.困境、批判性反思和理性话语是如何影响教师对变异的推理的？3.教师如何从困境、批判性反思和理性话语中获得不同的参与和收益？该项目依赖于多个数据源和定性和定量方法的战略选择组合来回答这三个研究问题。来自两组教师的数据来源包括统计评估，访谈，节目活动的录像，反思日志和课堂观察。该项目将研究教师如何推理的变化后，重点教学和知识贡献在职初中和中学数学教师教育的专业发展的特点，可能会支持教师的推理变化越来越复杂的方式为目标。该项目将编制一套统一的可共享教学材料，供统计学入门教育和统计学师资教育使用。

This CAREER project addresses the professional development of middle and secondary mathematics teachers by investigating teachers' statistical reasoning and targeting characteristics of professional development that support teachers' development of increasingly sophisticated ways to reason about variation. Statistical variation plays a critical role throughout statistical investigation.The project integrates educational and research activities in its design and implementation of a professional development program and research on the professional development. The research addresses three interrelated questions: In a professional development program that encourages reasoning about variation from multiple perspectives and that encourages dilemma, critical reflection, and rational discourse: 1. How do middle and secondary mathematics teachers reason about variation from design, data-centric, and modeling perspectives?2. In what ways do dilemma, critical reflection, and rational discourse affect teachers' reasoning about variation?3. How do teachers differently engage with and benefit from dilemma, critical reflection, and rational discourse? The project relies on multiple data sources and strategically chosen combinations of qualitative and quantitative methods to answer the three research questions. Data sources from two cohorts of teachers include statistics assessments, interviews, video-recordings of program activities, reflective journals, and classroom observations. The project will examine how teachers reason about variation subsequent to focused instruction and contribute knowledge to in-service middle and secondary mathematics teacher education by targeting characteristics of professional development that might support teachers' reasoning about variation in increasingly sophisticated ways. The project will produce a coherent collection of shareable instructional materials for use in introductory statistics education and teacher education in statistics.