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和可扩展的计划，在高中数学系，传统上困难的组织变革单位提供这些机会。基于TRUmath框架，表征强大的数学教室的五个基本维度，该项目汇集了支持教学的课程材料，课程研究协议和材料，以及基于专业学习社区的专业发展模式。该项目将设计和修订专业发展和辅导指南，并围绕课程材料建立课程研究数学资源。该项目将研究教学实践的变化和对学生学习的影响。 通过记录奥克兰联合学区的研究和开发所使用的支持，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。本项目假设课堂教学质量可以由五个维度来定义：数学质量;任务的认知需求;在课堂上获得数学内容;学生代理，权威和身份;和评估的使用。该项目将使用迭代设计过程来开发和完善一套工具，包括支持教师和教练之间富有成效的对话的对话指南，用于构建基于站点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的机制的形成性评估课程。 本研究将使用前-后设计和自然变异，以学生这些维度之间的关系，教师的教学实践的变化，学生学习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TRUmath框架的观察编码。这项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措施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.