CAREER: Coherence as a Basis for Understanding Teachers' Mathematical Knowledge for Teaching

职业：连贯性是理解教师教学数学知识的基础

• 批准号: 1054170
• 负责人: Chandra Orrill
• 金额: $ 60.15万
• 依托单位: University of Massachusetts, Dartmouth
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-15 至 2017-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1054170&HistoricalAwards=false
• 关键词: CAREER; Coherence; Basis; Understanding; Teachers

This CAREER project investigates Mathematical Knowledge for Teaching (MKT) from the perspective of coherent understanding. The PI will explore not only how much knowledge teachers possess but also how they organize that knowledge, and how that organization shapes their practice. This proposed project builds on scholarly work about the development of expertise from the learning sciences and the work about the mathematics knowledge teachers need and how that knowledge develops from mathematics education. The PI's research approach was innovative and will use a mixture of qualitative and quantitative methods to investigate how much knowledge teachers possess and how they organize that knowledge for teaching.

该职业项目从连贯理解的角度研究教学数学知识（MKT）。 PI 不仅要探讨教师拥有多少知识，还要探讨他们如何组织这些知识，以及该组织如何塑造他们的实践。该拟议项目建立在有关学习科学专业知识发展的学术工作和有关教师所需数学知识以及这些知识如何从数学教育中发展的工作的基础上。 PI 的研究方法具有创新性，将采用定性和定量相结合的方法来调查教师拥有多少知识以及他们如何组织这些知识进行教学。

项目成果

Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge

重新审视数学教师知识评估设计的目的和概念

• DOI: 10.1080/14794802.2019.1702893
• 发表时间: 2020-01
• 期刊: Research in Mathematics Education
• 影响因子: 1.3
• 作者: Orrill, Chandra Hawley;Copur;Cohen, Allan;Templin, Jonathan
• 通讯作者: Templin, Jonathan