Collaborative Research: Investigating Middle Grades Mathematics Teachers' Curricular Reasoning

教师是改善美国数学教学的关键。提高教师对教学数学知识的理解，促进了教师教育和专业发展。然而，人们对数学教学知识的理解还存在差距，包括教师对课程的推理能力。由于包括教科书在内的课程资源仍然是教师的重要资源和工具，了解教师是如何进行课程推理的，对于提高教师的知识和教学实践具有重要意义。这个与内华达大学拉斯维加斯分校、杨百翰大学、阿肯色大学和大谷州立大学合作的项目，将研究中等数学教师的课程推理，并开发一种可供课程开发人员、教师教育工作者和专业开发人员使用的分类法，以帮助教师开发富有成效的课程推理。这项研究由EHR核心研究计划资助，该计划强调STEM教育的基础研究，将产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。这三个阶段的研究将从8名教师对访谈和观察方案的适应、开发和试点开始，以验证这些工具的有效性和可靠性。第二阶段通过收集、分析、访谈和观察四个州的12名八年级数学教师的数据，重点发展了课程推理分类。这些教师将在他们的常规课堂教学中使用新的课程材料来教授几何变换。在这一阶段，该项目将对教师在计划和实施这些课程时的课程推理进行初步分类。在第三阶段，研究者将通过收集四个州不同教学背景的20-40名八年级数学教师的访谈和观察数据来验证和提炼课程推理分类。

Teachers are crucial to improving mathematics instruction in the US. Improvements in understanding teachers' knowledge about mathematics for teaching have led to improvements in teacher education and professional development. However, there are gaps in the understanding of mathematics knowledge for teaching, including how teachers reason about curriculum. Because curricular resources, including textbooks, continue to be important resources and tools for teachers, understanding how teachers reason about curriculum are important to improve teachers' knowledge and instructional practice. This collaborative project with the University of Nevada Las Vegas, Brigham Young University, University of Arkansas, and Grand Valley State University, will study middle grade mathematics teachers' curricular reasoning and develop a taxonomy that can be used by curriculum developers, teacher educators and professional developers to help in the development of productive curricular reasoning for teachers. This research is funded by the EHR Core Research Program, which emphasizes fundamental STEM education research that will generate foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. This three stage study will begin with adaptation, development, and pilots of the interview and observation protocols with eight teachers to verify that these instruments are valid and reliable. The second stage focuses on developing the curricular reasoning taxonomy by collecting analyzing interview and observation data from 12 grade 8 mathematics teachers in four states. These teachers will be using novel curriculum materials to teach geometry transformations during their regular classroom instruction. During this stage, the project will develop an initial taxonomy of teachers' curricular reasoning as they plan and enact these lessons. In the third stage, the researchers will verify and refine the curricular reasoning taxonomy by collecting interview and observation data from 20-40 grade 8 mathematics teachers in four states with a variety of teaching backgrounds.