Elementary Preservice Teachers Mathematics Project Phase II: Developing Faculty Expertise

波士顿大学小学预备教师数学（EMP）项目第二阶段建立在美国国家科学基金会资助的EMP项目（CCLI #0837349，2009-2011）的成果，并正在扩展该项目，为正在与本科生一起使用EMP材料的教师提供增强的教学支持。五个教学单元（30课），用于本科数学内容课程的小学教师开发，测试和修订的第一阶段。 本计画有三个目标：探讨三个教学单位实施的可行性及其影响（分数、数论和几何测量）建立职前教师的数学知识;为教师编写配套的多媒体辅助材料，重点是如何利用论述和论证建立学生的知识;并探讨多媒体辅助教材对教师理解数学教学内容能力的影响。正在为教师开发多媒体支持材料（视频剪辑，互动演示，基于网络的资源），支持话语/论证教学方法。 该项目采用了一种研究设计，比较了20多个不同机构的教师和PSTs（职前教师）对三个模块在建立本科生数学内容知识方面的影响。不同的小组正在访问包含或不包含多媒体资源的讲师支持材料。 该项目使用基于研究的设计，并建立在以前的工作。它整合了有关的信念，态度，和数学背景的小学教师的知识与K-5公共教育的数学需求的理解。该项目有助于理论和研究的作用，专业内容的知识和话语在基础课程。最后，本研究提出一个创新的数学教学模式与教材，以支援国小数学教师的教学。该项目将通过为教师准备计划提供材料和支持教师帮助他们按照设计实施材料，为改善数学教育做出贡献。研究成果将有助于不断增长的知识体系的小学教师的数学准备。该项目提供了许多负责准备小学教师的教员（例如，数学家和教师教育工作者）获得了广泛的创新教学材料和如何最好地使用它们的方向。

The Boston University Elementary Preservice Teachers Mathematics (EMP) Project Phase II builds on the outcomes of the NSF funded EMP project (CCLI #0837349, 2009-2011) and is extending the project to provide enhanced pedagogical support for faculty who are using the EMP materials with undergraduates. Five instructional units (30 lessons) for use in undergraduate mathematics content courses for elementary teachers were developed, tested and revised in Phase I. The present project has three goals: to investigate the feasibility of implementing and the resultant impact of three of the EMP instructional units (fractions, number theory and geometric measurement) in building pre-service teachers' knowledge of mathematics; to develop accompanying multimedia-based support materials for instructors focused on how to use discourse and arguments to build students' knowledge; and to investigate the promise of the multimedia support materials in terms of instructors' abilities to assist PSTs in understanding mathematics content for teaching. Multi-media support materials for faculty (video clips, interactive presentations, web-based resources) that support a discourse/argumentation approach to teaching are being developed. The project is employing a research design that compares groups of faculty and PSTs (Preservice Teachers) at over 20 different institutions on the effects of the three modules with respect to building undergraduates' mathematical content knowledge for teaching. Different groups are accessing the instructor support materials that either do or do not include the multi-media resources. The project is using a research-based design and builds on prior work. It integrates the knowledge about the beliefs, attitudes, and mathematical backgrounds of preservice elementary teachers with an understanding of the needs of K-5 public education in mathematics. The project contributes to theory and research on the role of specialized content knowledge and discourse in preservice elementary content courses. Finally, it produces an innovative model and materials to support faculty in teaching mathematics courses for elementary education preservice teachers. The project will contribute to the improvement of mathematics education by providing materials for teacher preparation programs and by supporting faculty members to help them implement the materials as designed. The research outcomes will contribute to the growing body of knowledge about the mathematical preparation of elementary school teachers. This project provides many faculty members responsible for preparing elementary teachers (e.g., mathematicians and teacher educators) with access to a wide array of innovative instructional materials and directions on how best to use them.