Collaborative Research: Developing Teacher Learning Theory with Teachers and Students Animating Mathematical Concepts

本研究将推动理解教师学习的理论，因为它涉及到数学教师知识和学生知识。研究小组认为，教师知识和学生知识是不明确的。具体而言，这项工作挑战了教师教育的长期观念，即教学的知识基础预先存在的静态知识体等待教师发现。相反，这个项目研究了当教师和学生的知识基础被概念化为相互依赖的，能够产生新的知识，并为教师学习。该项目将建立理论，立足于女权主义，土着和唯物主义的观点，解释教师知识和学生知识如何相互作用，以产生新的知识，是相关的种族，文化和语言多样的数学教学环境。该项目由EHR核心研究（ECR）计划资助，该计划支持推进STEM学习和学习环境的基础研究，扩大STEM的参与，该项目将发展关于教师学习方法的理论，鼓励教师与学生作为积极的观察者和参与者采取和交换灵活的角色，以促进教师发展他们的教师学习是一种关系实践。借鉴课程研究和土著研究设计原则，研究人员，教师和他们的学生将合作创建数学思想的动画概念。动画概念包括学生如何使用心理图像，物质对象和生活经验，中心黑人，美洲原住民，拉丁美洲人和新来者的知识基础与数学概念。 在密歇根州，弗吉尼亚州和新墨西哥州三个地点的研究人员将沉浸在每个研究地点的两名教师和他们的学生在这一过程中无论是在学年和暑期课程，教师和学生将与当地艺术家合作，以产生代表他们的动画概念的多媒体项目。这项研究对数学教师知识的概念化以及如何通过专业发展解决问题具有重要意义。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

This project will advance theory for understanding teacher learning as it relates to mathematics teacher knowledge and student knowledge. The research team theorizes that teacher knowledge and student knowledge are not distinct. Specifically, this work challenges the longstanding idea in teacher education that a knowledge base for teaching pre-exists as a static body of knowledge awaiting to be discovered by teachers. Instead, this project examines what happens when teacher and student knowledge bases are conceptualized as interdependent and capable of generating new knowledge in and for teacher learning. This project will build theory, grounded in feminist, Indigenous, and materialist perspectives, that explains how teacher knowledge and student knowledge interact to generate new knowledge that is relevant in and for racially, culturally, and linguistically diverse mathematics teaching contexts. This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.This project will develop theory regarding a teacher learning approach that encourages teachers to teachers adopt and exchange flexible roles with their students as active observers and participants to contribute to teachers developing their teacher learning as a relational practice. Drawing on lesson study and Indigenous research design principles, researchers, teachers, and their students will collaborate to create animated concepts of mathematical ideas. Animated concepts include how students use mental images, material objects, and lived experiences that center Black, Native American, Latina, and newcomer knowledge bases related to mathematical concepts. Researchers across three sites in Michigan, Virginia, and New Mexico will immerse two teachers per research location and their students in this process both during the school year and during a summer program where teachers and students will collaborate with local artists to produce multimedia projects representative of their animated concepts. This research has implications for how mathematical teacher knowledge is conceptualized and how it is addressed via professional development.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.