An Efficacy Study of the Learning and Teaching Geometry Professional Development Materials: Examining Impact and Context-Based Adaptations

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。很少有研究表明专业发展对教师的知识和实践以及学生的学习有因果影响。本研究旨在探讨中学数学教师几何学与教专业发展对教师知识、课堂教学及学生学习的影响。随着国家在教师专业发展方面投入大量资源以应对新的课程和教学挑战，探索专业发展的功效对于了解如何最好地指导这些资源是非常重要的。采用整群随机设计，该项目将从28所初中和高中的132名教师（每种情况66名）中抽取样本，参与为期两年的LTG专业发展实施，由训练有素的辅导员协助研究材料的有效性。该项目将使用专业的开发会话记录工具和协调人访谈协议来监控LTG实施的快速性。结果测量包括教师知识、教学实践和学生几何学习的测量。分析将包括二级和三级层次线性模型，以估计随时间的推移参与LTG专业发展和成长的影响。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. There are few examples of research that demonstrates causal impacts of professional development on teachers' knowledge and practice and student learning. This study will examine the impact of the Learning and Teaching Geometry (LTG) professional development for secondary mathematics teachers on the teachers' knowledge and classroom instruction, as well as on their students' learning. As the nation invests vast resources in the professional development of teachers to meet new curriculum and instruction challenges, exploring the efficacy of professional development is important to understand how best to direct those resources. Using a cluster randomized design, the project will sample from 132 teachers (66 per condition) from 28 middle and high schools to participate in a 2-year implementation of the LTG professional development, facilitated by highly trained facilitators to study the efficacy of the materials. The project will monitor the fiedity of implementation of the LTG using a professional development session logging tool and Facilitator Interview Protocol. Outcome measures include measures of teacher knowledge, teaching practice, and student learning of geometry. Analyses will include two- and three-level hierarchical linear models to estimate the effects of participation in the LTG professional development and growth over time.