Transitioning Secondary to Tertiary Educators' Mathematical Knowledge for Teaching

这个项目调查了数学知识教学(MKT)在一个研究不足的教师群体中的意义，他们介于传统的高中和大学教学之间。过去的研究通常认为，教师要么是高中教师，要么是大学教师，但不是两者兼而有之。学位和认证项目也做出了这一假设。然而，许多教育工作者在他们的整个职业生涯中同时教授中学(高中)和大学(大学)课程，有时是同时教授。该项目突出了从中学到高等教育(S2T)过渡时期的教育工作者，并对这两种情况下的教学实践产生了影响。本项目的目标是利用MKT的思想来研究和更好地支持这些S2T数学教育者。MKT包括数学教育者知识的各个领域，如数学内容的知识，课程主题之间的联系，以及学生、教学和课程的知识。在第一阶段，定性研究将比较和对比在中学和高等教育方面有专长的个人的优先事项。在第二阶段，专家观点将被嵌入针对S2T教育工作者的硕士学位课程的顶峰课程中。第二轮数据收集和分析将探讨对目标人群的教师知识可能产生的影响。该项目启动了一个研究轨迹，可以向数学教育界提供关于教育工作者、兼职和双额招生教师、社区大学教师、教师教育、远程或在线教育和成人教育的S2T过渡的信息。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。

This project investigates the significance of Mathematical Knowledge for Teaching (MKT) in an understudied population of instructors who fall between traditional divisions of high school and college teaching. Past research has typically assumed that an instructor is either a high school or college instructor, but not both. Degree and certification programs also make this assumption. However, many educators teach both secondary (high school) and tertiary (college) classes throughout the course of their careers, sometimes simultaneously. This project highlights educators in the secondary-to-tertiary (S2T) transition with implications for teaching practices in both settings. The goals of this project are to study and better support these S2T math educators by using ideas of MKT. MKT includes various domains of math educator knowledge such as knowledge of math content, connections between topics across courses, and knowledge of students, teaching, and curriculum. In phase one, a qualitative study will compare and contrast the priorities of individuals who have expertise in both secondary and tertiary education. In phase two, the expert perspectives will be embedded in a capstone course for a master’s degree program targeting S2T educators. A second round of data collection and analysis will explore the possible impacts on teacher knowledge for the target population. This project initiates a research trajectory that can inform the math education community about the S2T transition for educators, part-time and dual-enrollment faculty, community college instructors, teacher education, distance or online education, and adult education.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.