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

这个项目将推进理解教师学习的理论，因为它与数学教师知识和学生知识有关。研究小组的理论认为，教师知识和学生知识并不清楚。具体地说，这项工作挑战了教师教育中长期以来的观点，即教学知识基础是预先存在的，是等待教师发现的静态知识体系。相反，这个项目考察了当教师和学生的知识库被概念化为相互依存并能够在教师学习中产生新知识并为教师学习创造新知识时会发生什么。这个项目将建立以女权主义、土著和唯物主义观点为基础的理论，解释教师知识和学生知识如何相互作用，产生与种族、文化和语言多样化的数学教学背景相关的新知识。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、扩大对STEM的参与以及STEM劳动力发展的工作。该项目将发展有关教师学习方法的理论，鼓励教师采用灵活的角色，并作为积极的观察者和参与者与学生交换，以帮助教师将教师学习发展为一种关系实践。借鉴课堂学习和本土研究设计原则，研究人员、教师和他们的学生将合作创造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，以黑人、美洲原住民、拉丁人和与数学概念相关的新人知识库为中心。在密歇根州、弗吉尼亚州和新墨西哥州的三个地点，研究人员将在学年和暑期项目期间，让每个研究地点的两名教师和他们的学生沉浸在这个过程中，教师和学生将与当地艺术家合作，制作代表他们动画概念的多媒体项目。这项研究对数学教师知识是如何概念化的，以及如何通过专业发展来解决它有一定的影响。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.