Collaborative Research: Leveraging Comparison and Explanation of Multiple Strategies (CEMS) to Improve Algebra Learning

本课题的重点是比较和解释代数I的多策略教学方法。教学方法侧重于让学生比较策略并解释他们的思维。调查人员将在先前研究的基础上，对现有材料、教学方法和专业发展方法进行修改。课程开发将包括线性方程、方程系统、二次曲面和因式分解以及作图的补充材料。这些是全国范围内代数I课程的核心概念。拟议工作的目标是首先精简材料并改善可供使用的资源。他们还将着重讲解和讨论在学习过程中的中心作用。研究的重点将集中在教师如何将比较、解释和讨论融入到他们的教学中，这对学生的代数知识有什么影响，以及这种方法相对于照常教学的效果如何。本研究的结果将对数学课程中的核心课程的教与学起到指导作用，因为它是学生以后数学学习的基础。该方法还考察了整个课堂系统，包括学生的知识和学习以及教师的发展和实施。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。研究将首先完善CEMS代数材料，然后记录其实施的可行性和对学生学习的影响。该项目采取整体方法，将教学、专业发展和教学实践研究的材料结合在一起。这项工作将扩展代数学习的理论，包括概念性学习和程序性学习。它将包括对实施保真度的详细分析，以了解教学差异如何影响学生的知识。研究的第一阶段(完善材料)包括在课堂上实施、教师专业发展、收集课程视频以及为每个单元制定学生评估。研究的第二阶段将治疗的效果与一个地区的一切照旧进行了比较。一年级的教师将作为二年级的治疗组，并将选择一组教师作为对照。数据收集和分析将侧重于实施的保真度和对学生学习的评估。第三年将类似于第二年，但扩大到第二个学区，并包括更多的教师。

The project focuses on a Comparison and Explanation of Multiple Strategies (CEMS) approach for Algebra I. The instructional approach focuses on having students compare strategies and explain their thinking. The investigators will modify the current materials, the instructional approach, and the professional development approach based on prior research. The curriculum development will include supplementary materials for linear equations, systems of equations, quadratics and factoring, and graphing. These are core concepts for Algebra I courses nationwide. The goal of the proposed work is to first streamline the materials and improve the resources available for. They will also focus on the central role of explanation and discussion in the learning process. The research will focus on how teachers incorporate comparison, explanation and discussion into their teaching, how this impacts students' algebra knowledge, and how effective the approach is relative to business-as-usual instruction. The results of the research will inform teaching and learning for a central course in the mathematics curriculum since it is foundational to students' later mathematics learning. The approach also examines the entire classroom system including both students' knowledge and learning and teachers' development and implementation. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.The research will first refine the CEMS Algebra materials and then document the feasibility of their implementation and the effects on student learning. The project takes a holistic approach by incorporating materials for teaching, professional development, and the study of teaching practice. The work will expand theories of algebra learning to include both conceptual and procedural learning. It will include detailed analysis about fidelity of implementation to understand how instructional differences influence students' knowledge. The first phase of the study (refining the materials) includes implementation in classrooms, teacher professional development, collection of lesson videos, and the development of student assessments for each unit. The second phase of the study compares the effects of the treatment to the business-as-usual with one district. The teachers from year 1 will serve as the treatment group in year 2 and a comparison group of teachers will be selected. Data collection and analysis will focus on fidelity of implementation and assessments of students' learning. Year 3 will be similar to year 2 but expand to a second school district and include more teachers.