CAREER: Development of Pedagogical Content Knowledge in Mathematics Among Beginning Teachers

教学内容知识在实施优质教学、提高学生学习水平方面起着至关重要的作用。尽管专家-新手教师文献中报告的证据表明，教师通过在职学习获得PCK而成为专家，但人们对教师在早期职业生涯中学习的内容和方式知之甚少。本项目探讨了初学3至7年级的数学教师如何以及在什么条件下提高PCK，哪些学习机会在初学数学教师的PCK成长中发挥作用，以及初学数学教师的学习轨迹是什么。虽然本项目主要关注教师在分数和比例推理领域的PCK发展，但它有可能为其他主题领域或学科的教师PCK发展研究提供信息。本研究将极大地促进我们对学习机会的理解，学习机会是教师开始学习和知识发展的关键，本研究的结果将有可能指导研究人员和教师教育者的工作和干预措施。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。教师早期职业发展（Career）计划是美国国家科学基金会（NSF）范围内的一项活动，为通过杰出的研究、优秀的教育以及在其组织使命的背景下将教育和研究结合起来，体现教师学者角色的初级教师提供奖励。在这个纵向混合方法的研究设计中，至少200名3 - 7年级的中小学数学教师将从他们教学的第一年到第三年进行跟踪，以探索他们在数学，特别是分数和比例推理方面的PCK的增长。将选择12名具有不同初始PCK水平的教师的子样本进行定性阶段的研究，其中包括进行微遗传学分析以调查其PCK发展的机制。此外，在定性阶段确定的关键专业学习机会的普遍性将使用更大的样本进行评估。本研究的成果将转化为教育活动和教学资源，可供其他研究者和教师教育者使用，作为提高中小学数学教师PCK的手段。项目成果将包括开发3-7年级教师PCK成长的理论，并为研究人员和教师教育工作者创造资源。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Pedagogical content knowledge (PCK) plays a vital role in carrying out quality instruction and improving students' learning. Despite the evidence reported in expert-novice teacher literature suggesting that teachers become experts by gaining PCK through on-the-job learning, little is known about what and how teachers learn during their early career. This project addresses the fundamental issue of how and under what conditions beginning Grades 3 to 7 teachers of mathematics improve their PCK, what learning opportunities play a role in beginning teachers' PCK growth, and what the learning trajectories look like for beginning mathematics teachers. Although this project primarily focuses on teachers' PCK development in the areas of fractions and proportional reasoning, it has the potential to inform research on teachers' PCK development in other topic areas or disciplines. The work will contribute significantly to advancing our understanding of the learning opportunities that are key to beginning teachers' learning and knowledge development, and the results of this research will have the potential to guide the work of and interventions by researchers and teacher educators. 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 Faculty Early Career Development (CAREER) program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. In this longitudinal mixed-methods study design, at least 200 Grades 3 to 7 elementary and middle school teachers of mathematics will be followed from their first to third year of teaching to explore their growth in PCK in mathematics, in particular, fractions and proportional reasoning. A subsample of 12 teachers with varying initial levels of PCK will be selected for the qualitative phase of the study, which involves conducting a microgenetic analysis to investigate mechanisms of their PCK development. Additionally, the generalizability of key professional learning opportunities identified in the qualitative phase will be assessed using the larger sample. Outcomes from this research will be translated into educational activities and pedagogical resources that can be used by other researchers and teacher educators as a means of enhancing the PCK of elementary and middle school teachers of mathematics. The project results will include developing a theory of beginning Grades 3-7 teachers' PCK growth and creating resources for researchers and teacher educators.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.