Collaborative Research: TRUmath and Lesson Study: Supporting fundamental and sustainable improvement in high school mathematics teaching

鉴于教学实践的变化需要支持基于大学和职业准备标准的高质量数学教学和学习，学区需要为支持这些变化的教师提供专业学习机会。该项目将建立一个连贯的、可扩展的计划，为高中数学系提供这些机会，这是一个传统上难以实现组织变革的单位。该项目以TRUmath框架为基础，描述了强大数学课堂的五个基本维度，重点关注支持教学的课程材料、课程研究协议和材料，以及以社区为基础的专业学习专业发展模式。该项目将围绕课程材料设计和修订专业发展和辅导指南以及课程研究数学资源。该项目将研究教学实践的变化及其对学生学习的影响。通过记录研究和开发将在奥克兰联合学区进行的支持，这些资源可以被其他学区和其他研究实践合作伙伴在类似的工作中使用。本研究假设课堂教学质量可由五个维度来定义：数学质量；任务的认知需求；课堂数学内容的获取；学生代理、权威和身份；以及评估的使用。该项目将使用迭代设计过程开发和完善一套工具，包括支持教师和教练之间富有成效对话的对话指南、用于构建基于现场的专业学习材料的支持材料，以及使用“课程研究”作为制定这些方面改革机制的形成性评估课程。本研究将使用事前设计和自然变化来研究这些维度、教师教学实践的变化和学生学习之间的关系，使用分层线性模型与随机截距模型与协变量。教师教学实践的定性变化将基于基于TRUmath框架的观察结果编码。该研究还将使用定性分析技术，从调查和访谈中确定促进或阻碍干预有效性的因素的主题。

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change. Based on the TRUmath framework, characterizing the five essential dimensions of powerful mathematics classrooms, the project brings together a focus on curricular materials that support teaching, Lesson Study protocols and materials, and a professional learning community-based professional development model. The project will design and revise professional development and coaching guides and lesson study mathematical resources built around the curricular materials. The project will study changes in instructional practice and impact on student learning. By documenting the supports used in the Oakland Unified School District where the research and development will be conducted, the resources can be used by other districts and in similar work by other research-practice partnerships.This project hypothesizes that the quality of classroom instruction can be defined by five dimensions - quality of the mathematics; cognitive demand of the tasks; access to mathematics content in the classroom; student agency, authority, and identity; and uses of assessment. The project will use an iterative design process to develop and refine a suite of tool, including a conversation guide to support productive dialogue between teachers and coaches, support materials for building site-based professional learning materials, and formative assessment lessons using Lesson Study as a mechanism to enact reforms of these dimensions. The study will use a pre-post design and natural variation to student the relationships between these dimensions, changes in teachers' instructional practice, and student learning using hierarchical linear modeling with random intercept models with covariates. Qualitative of the changes in teachers' instructional practices will be based on coding of observations based on the TRUmath framework. The study will also use qualitative analysis techniques to identify themes from surveys and interviews on factors that promote or hinder the effectiveness of the intervention.