Collaborative Research: Co-Designing for Statewide Alignment of a Vision for High Quality Mathematics Instruction

数学教学受到州、地区和学校各级政策和实践的影响。为了支持大规模的变革，高质量的数学教学必须在教育系统的各个层面保持一致和凝聚力。这可以通过州、地区和学校领导、数学教师、教育研究人员和数学家之间的区域伙伴关系得到支持。这种伙伴关系创造了教学工具和资源，以记录教学的愿景。例如，团队可以一起为每个年级创建描述标准、数学教学和教学单元的教学框架。该项目将开发一个过程，以创建一个共享的，全州范围内的高质量数学教学愿景。它还将开发和研究在州、地区和学校层面实施这一愿景的资源。此外，该项目还将调查在州一级设计和实施高质量数学教学的协作过程。该项目将制定高质量数学教学的共同愿景，旨在提高教育创新实施过程中的系统一致性。该项目采用基于设计的实施研究设计的研究实践伙伴关系。为了审查和支持愿景的实施，合作伙伴将继续制定教学框架，研究和实践简报，以及系统中利益相关者所需的额外资源。让系统各级的合作伙伴参与是发展共同教学愿景的核心组成部分。这个项目包括三个主要的研究问题。首先，国家教育系统不同层次的教育工作者对高质量数学教学的看法是什么？其次，教育者对高质量数学教学的愿景在哪些方面影响了他们在实践中对实施资源的使用？最后，教育者对高质量数学教学的愿景在哪些方面调节了他们参与实施资源的共同设计？活动理论框架用于理解系统中不同层次的伙伴之间的交互以及设计过程中工件的创建。本研究的研究方法是以设计为基础的研究，以捕捉猜想、教学资源、设计过程和过程的结果。该项目将使用合作地区的案例研究，从与合作伙伴的互动中收集的数据，设计过程的工件以及其他文档来了解愿景是如何在不同的环境中创建和实施的，并开发一个经验支持的设计框架和方法，用于大规模实施STEM创新，集中共享教学愿景。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。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。

Mathematics teaching and learning is influenced by policy and practice at the state, district, and school levels. To support large-scale change, it is important for high-quality mathematics instruction to be aligned and cohesive across each level of the education system. This can be supported through regional partnerships among state, district, and school-based leaders, mathematics teachers, education researchers, and mathematicians. Such partnerships create instructional tools and resources to document the vision for instruction. For example, teams can work together to create instructional frameworks for each grade band that describe standards, mathematics teaching, and units for teaching. This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.This project will develop a shared vision of high-quality mathematics instruction intended to improve systemic coherence during the implementation of education innovations. The project uses a research-practice partnership with a design-based implementation research design. To examine and support implementation of the vision, partners will continue a process of developing instructional frameworks, research and practice briefs, as well as additional resources as needed by stakeholders in the system. Engaging partners at all levels of the system is a central component of developing the shared vision of instruction. This project includes three major research questions. First, what are visions of high-quality mathematics instruction held by educators at different levels of a state educational system? Second, in what ways do educators' visions of high-quality mathematics instruction mediate their use of implementation resources in practice? Finally, in what ways do educators’ visions of high-quality mathematics instruction mediate their participation in the co-design of implementation resources? An activity theory framework is used to understand the interactions between partners at different levels in the system and the creation of artifacts during the design process. The research methods for the study are situated in design-based research to capture the conjectures, instructional resources, design processes, and outcomes of the process. The project will use case studies of partner districts, data gathering from interactions with partners, artifacts of the design process, and other documentation to understand how the vision is created and enacted in different settings and to develop an empirically supported design framework and methodology for implementing STEM innovations at scale that centralizes a shared instructional vision. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.