Supporting Instructional Growth in Mathematics: Enhancing Urban Secondary Teachers' Professional Learning through Formative Feedback

研究继续显示雄心勃勃的教学对学生学习数学的好处，然而雄心勃勃的教学在美国学校仍然很少见，特别是在那些为历史上被边缘化的学生服务的学校。中学教师的学习和实施雄心勃勃的数学教学需要观念的转变，他们的发展可以从接近课堂教学的充分和及时的反馈中受益。因此，本计划将探讨以视频为基础的形成性反馈，以促进专业发展的潜力。大学研究人员与备受尊敬的专业发展组织“美国数学洛杉矶”（MfA LA）的合作重点将放在城市学校中学数学教师的终身学习上。这个项目的结果将提供一个数学教师学习的理论，可以为其他教学改进工作提供信息，在城市学校的关键地点具有生态有效性。框架和理论将在教师、学校领导或教学教练可学习的具体工具和具体实践的层面上进行详细说明。该项目由探索研究Pre-K-12项目资助，该项目资助STEM创新和评估、教学和学习方法的研究和开发。该项目将解决的问题是：该项目如何使用形成性反馈来增强数学教师的专业学习环境，以支持他们在城市学校中发展雄心勃勃的教学？形成性反馈是指确定教师当前理解并对学习活动进行响应性调整以更好地指导他们实现学习目标的工具和过程。专业学习环境是指教师学习的多个场所，从正式的专业发展活动到他们的学校工作场所。雄心勃勃的教学被定义为旨在为所有学生提供充分机会来发展对关键数学思想的概念性理解，参与数学论证，连接多种数学表示，以及熟练掌握数学程序和过程的教学方法。典型数学教学的持续存在在很大程度上是教师学习的问题。利用基于设计的实施研究和解释方法，项目团队将共同开发基于视频的形成性评估过程，以指导教师不断发展的课堂实践。

Research continues to show the benefits of ambitious instruction for student learning of mathematics, yet ambitious instruction continues to be rare in U.S. schools, particularly in schools that serve historically marginalized students. Secondary teachers' learning and enactment of ambitious instruction in mathematics requires conceptual change, and their development could benefit from adequate and timely feedback close to classroom instruction. For this reason, the project will explore the potential of video-based formative feedback to enhance professional development. The focus of the partnership between university researchers and a well-regarded professional development organization, Math for America Los Angeles (MfA LA) will be on career-long learning of secondary mathematics teachers in urban schools. Results from this project will provide a theory of mathematics teachers' learning that can inform other instructional improvement efforts, with ecological validity in the critical site of urban schools. The framework and theory will be detailed at the level of specific tools and concrete practices that are learnable by teachers, school leaders, or instructional coaches. This project is funded by the Discovery Research Pre-K-12 Program, which funds research and development of STEM innovations and approaches in assessment, teaching and learning.The question the project will address is: How can the project use formative feedback to enhance mathematics teachers' professional learning environments that support their development of ambitious instruction in urban schools? Formative feedback refers to tools and processes that ascertain teachers' current understandings and responsively adapt learning activities to better guide them toward their learning goals. Professional learning environments refer to the multiple sites of teachers' learning, from formal professional development activities to their school workplace. Ambitious instruction is defined as teaching approaches that aim to provide all students with ample opportunities to develop conceptual understanding of key mathematical ideas, participate in mathematical argumentation, connect multiple mathematical representations, as well as become fluent with mathematical procedures and processes. The persistence of typical mathematics instruction is framed as, in large part, an issue of teacher learning. Using design-based implementation research and interpretive methods, the project team will co-develop video-based formative assessment processes to guide teachers' evolving classroom practice.