Collaborative Research: Justification and Argumentation: Growing Understanding of Algebraic Reasoning (JAGUAR)

协作研究：论证和论证：加深对代数推理的理解 (JAGUAR)

• 批准号: 0814881
• 负责人: Megan Staples
• 金额: $ 19.4万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0814881&HistoricalAwards=false
• 关键词: Collaborative; Research; Justification; Argumentation; Growing

The main goal of the project is to understand how teachers 1) develop specific mathematical knowledge (algebraic justification), 2) transform this knowledge to classroom practice, and 3) advance in their pedagogy to promote students' learning. The project will clarify the meaning of justification for school algebra through collaborations among mathematicians, teachers, and mathematics educators. The project focuses on the important and under-explored connection between teachers' mathematical learning in a professional development environment and the subsequent a) changes in their teaching practice and b) continued deepening of their content knowledge in practice. Additionally, by working with a select group of exemplary teachers, the project explores the development of advanced inquiry teaching, namely teaching that supports students' mathematics learning via justification activities. The project design features a coordinated two-pronged approach in which teacher learning is examined in the context of a mathematics content course and the teachers' own classrooms. Data collection activities are designed to facilitate coordinated analyses to investigate connections across these two contexts. The summer course for teachers is modeled on a course that has been implemented successfully as part of an NSF-funded professional development project. Similarly, activities conducted with teachers during the academic year will provide opportunities for the teachers to develop advanced teaching practices and opportunities for the project team to investigate the development process. The project will utilize and extend existing instruments for assessing students' and teachers' understanding of justification. Algebra and algebraic reasoning are core to the discipline of mathematics and have national importance for the development of qualified STEM workforce.

该项目的主要目的是了解教师如何发展特定的数学知识（代数理由），2）将此知识转变为课堂实践，3）进步以促进学生的学习。该项目将通过数学家，教师和数学教育者之间的合作来阐明学校代数的理由。该项目的重点是在专业发展环境中教师的数学学习与随后的a）教学实践的变化和b）继续加深其实践中的内容知识的变化。此外，通过与精选的示例教师合作，该项目探讨了高级探究教学的发展，即通过合理活动来支持学生数学学习的教学。该项目设计采用了协调的两管齐下的方法，其中在数学内容课程和教师自己的教室的背景下检查教师学习。数据收集活动旨在促进协调的分析，以调查这两种情况下的联系。教师的夏季课程是建立在一门课程上的模型，该课程已成功实施，作为NSF资助的专业发展项目的一部分。同样，学年中与教师一起进行的活动将为教师提供机会，为项目团队研究开发过程开发先进的教学实践和机会。该项目将利用并扩展现有工具来评估学生和教师对理由的理解。代数和代数推理是数学学科的核心，并且对合格的STEM劳动力的发展具有国家的重要性。