Collaborative Research: PEARL: Peers Engaged As Resources for Learning

合作研究：PEARL：同伴作为学习资源

• 批准号: 1432084
• 负责人: Daniel Heck
• 金额: $ 72.78万
• 依托单位: Horizon Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-10-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432084&HistoricalAwards=false
• 关键词: Collaborative; Research; PEARL; Peers; Engaged

Ongoing efforts to strengthen mathematics education in the United States have emphasized the need for students to engage and persevere with meaningful and challenging mathematics problems, and to take active and collaborative roles in problem solving. Teachers often use small group instruction to work toward these goals: small group work occurs in 70% of middle grades mathematics classrooms at least once a week, and on average, accounts for 25% of instructional time in middle grades mathematics classes. Yet effective group work can prove challenging for middle school teachers. Students quickly disengage from difficult tasks and their peer interactions often undermine productive collaborations. The PEARL project brings an interdisciplinary team to: (1) study small group work; (2) understand the challenges involved in promoting successful small groups; and (3) determine ways to help teachers deliver on the promise of group work. The PEARL study involves a carefully sequenced set of research phases that include classroom observations, interviews and surveys with teachers and students regarding mathematics small group work in both naturalistic settings and experimental conditions in order to develop and test both a framework for understanding small group learning environments and strategies to help teachers support successful group work. Results of the study will inform teacher preparation and ongoing education, mathematics teaching practice, and educational research.The Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics emphasize the critical role of students' deep engagement with meaningful mathematical content with their peers to support development of mathematical understanding. Mathematics classrooms are often structured to meet these goals by arranging students in small group learning environments expected to create peer-to-peer interactions that promote conceptual learning, mathematical communication, and use of peers as learning resources. Effective group work depends on tasks that are cognitively challenging and appropriate for group efforts, group discourse that promotes engagement and meaning making, and peer relational processes that support collaboration and learning. An interdisciplinary team will study small group work in middle grades mathematics classrooms, integrating three conceptual frameworks - Mathematics Task, Mathematics Discourse Matrix, and Peer Cultures of Effort and Achievement - to understand the challenges involved in promoting successful small group learning environments, and to determine ways to help teachers deliver on the promise of group work. The results of a series of design cycles in field settings will produce theoretically derived and empirically based insights in the service of experimental testing of an integrated framework that links research and practice. This framework, and the research design and tools, can stimulate further interdisciplinary study among mathematics educators and educational psychologists in terms of how teachers can coordinate tasks, discourse, and peer cultures in pursuit of successful small group work.

正在进行的加强美国数学教育的努力强调了学生需要与有意义且具有挑战性的数学问题参与并坚持不懈，并在解决问题中扮演积极和协作的角色。 老师经常使用小组教学来朝着这些目标努力：小组工作每周至少一次在中年级数学课堂的70％进行，平均而言，在中级数学课程中占教学时间的25％。然而，有效的小组工作对于中学教师来说可能具有挑战性。学生迅速脱离了艰巨的任务，他们的同伴互动经常破坏富有成效的合作。 Pearl项目将一个跨学科的团队带到：（1）研究小组工作； （2）了解促进成功小组的挑战； （3）确定帮助教师实现小组工作承诺的方法。 PEARL研究涉及一组精心序列的研究阶段，其中包括课堂观察，访谈和与教师和学生有关数学小组在自然主义环境和实验条件下的小组工作的调查，以开发和测试一个框架，以了解小组学习环境和策略，以帮助教师支持成功的小组工作。该研究的结果将为教师的准备和持续的教育，数学教学实践和教育研究提供信息。学校数学的原理和标准和公共核心国家学位标准强调了学生与同伴与同伴的有意义的数学内容进行深入的数学内容的关键作用，以支持数学理解的发展。数学课堂通常是通过在小组学习环境中安排学生来创建点对点互动来促进概念学习，数学交流以及将同伴用作学习资源的使用的对等互动的小组学习环境中来实现这些目标的。有效的小组工作取决于在认知上具有挑战性且适合小组努力的任务，促进参与度和意义的小组讨论以及支持协作和学习的同行关系过程。一个跨学科的团队将研究中级数学课堂的小组工作，整合了三个概念框架 - 数学任务，数学任务，数学话语矩阵以及努力和成就的同伴文化 - 了解促进成功的小组学习环境所涉及的挑战，并确定教师在团体工作的前景上提供帮助的方式。在现场设置中，一系列设计周期的结果将产生理论上得出的基于经验的见解，以服务于连接研究和实践的集成框架的实验测试。该框架以及研究设计和工具可以激发数学教育者和教育心理学家之间进一步的跨学科研究，从教师如何协调任务，话语和同伴文化以追求成功的小组工作的角度来看。