Exploring Methods for Improving Teachers' Mathematical Quality of Instruction

《提高教师数学教学质量的探索方法》是哈佛大学教育研究生院的一项探索性项目。研究人员正在与四、五年级的教师合作，通过实验不同的方式来实施专业发展的MQI模式，以改善他们的数学教学。专业发展要求教师对数学教学视频进行评论和讨论。专业发展经验有意与数学教学质量（MQI）观察仪器相结合。研究人员正在调查几个变量对专业发展模式成功的影响，通过教师对数学教学视频的评估来衡量。研究人员正在通过改变教学模式（面对面或互联网）、会议时间（每周一次或两周一次）、促进者参与（高或低）和使用的视频类型（项目视频或个人视频）来探索这种模式。他们正在以学校小组为分析单位进行案例研究。本研究可以通过提供更多关于同一种专业发展模式可以实施的各种方式的信息，为专业发展模式提供信息。案例研究的使用提供了对群体动态的深入理解，以及变量如何影响数学教师学习和观察的内容。

The Exploring Methods for Improving Teachers' Mathematical Quality of Instruction (MQI) is an exploratory project at Harvard Graduate School of Education. Researchers are working with 4th and 5th grade teachers to improve their mathematics instruction by experimenting with different ways to implement the MQI model of professional development. The professional development requires teachers to critique and discuss videos of mathematics instruction. The professional development experiences are intentionally aligned with the Mathematical Quality of Instruction (MQI) observation instrument.The researchers are investigating the impact of several variables on the success of their professional development model as measured by how well teachers can assess videos of mathematics instruction. Researchers are exploring the model by varying the modes of delivery (face-to-face or internet), meeting time (weekly or bi-weekly), facilitator involvement (high or low) and the type of video used (project video or personal video). They are producing case studies using the school group as the unit of analysis.This research can inform models of professional development by providing more information about various ways that the same model of professional development can be implemented. The use of case studies provides an in depth understanding of the group dynamics and how the variables influence what is learned and observed by teachers of mathematics.