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

数学的教与学受到国家、地区和学校层面的政策和实践的影响。为了支持大规模变革，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、区和学校领导人、数学教师、教育研究人员和数学家之间的区域伙伴关系来支持。这种伙伴关系创造了教学工具和资源，以记录教学远景。例如，团队可以共同为描述标准、数学教学和教学单位的每个年级等级创建教学框架。这个项目将开发一个创建共享的、全州范围的高质量数学教学愿景的过程。它还将开发和研究在州、区和学校各级实施这一愿景的资源。此外，该项目将研究在国家一级设计和实施高质量数学教学的合作过程。该项目将制定一个关于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。该项目采用研究-实践伙伴关系和基于设计的实施研究设计。为审查和支持远景规划的实施，合作伙伴将继续制定教学框架、研究和实践简报以及系统内利益攸关方所需的额外资源。让系统各级的合作伙伴参与是制定共同的教学愿景的一个核心组成部分。本项目包括三个主要研究问题。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？第二，教育者对高质量数学教学的愿景如何在实践中调节他们对实施资源的使用？最后，教育者对高质量数学教学的愿景如何影响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级别的合作伙伴之间的交互以及设计过程中构件的创建。本研究的研究方法是基于设计的研究，以捕捉猜想、教学资源、设计过程和过程的结果。该项目将使用合作伙伴地区的案例研究、从与合作伙伴的互动中收集的数据、设计过程的人工制品和其他文件，以了解愿景是如何在不同的环境中创建和实施的，并制定一个有经验支持的设计框架和方法，用于大规模实施STEM创新，集中共享的教学愿景。探索研究PREK-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高Pre-K-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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经验上的证明。该奖项反映了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。

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.