Investigating Mathematical Modeling, Experiential Learning and Research through Professional Development and an Integrated Online Network for Elementary Teachers

通过专业发展和小学教师综合在线网络研究数学建模、体验式学习和研究

• 批准号: 1441024
• 负责人: Padmanabhan Seshaiyer
• 金额: $ 130万
• 依托单位: George Mason University
• 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: 2014-09-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1441024&HistoricalAwards=false
• 关键词: Investigating; Mathematical; Modeling; Experiential; Learning

Mathematical modeling, in which mathematics is applied to solve real problems, is a mathematical practice, used by mathematicians and specified in the Common Core State Standards for Mathematics. The need to improve the teaching and learning of mathematics at the elementary level is well documented. Moreover, very limited attention has been paid to how to teach mathematical modeling in the early grades. The importance of this mathematical practice, in which mathematics is applied to real problems, is recognized in the Common Core State Standards for Mathematics and is a foundational tool used by all mathematicians. This project will design and deliver professional development for elementary grades mathematics teachers and will result in curriculum modules that focus on mathematical modeling in the elementary grades. The project is based on mathematical modeling as it is practiced in the workforce and will yield research results regarding how teachers learn about and implement the modeling process. The project will offer an online repository as a clearinghouse for materials produced as well as a virtual interface to help facilitate a dialogue among teachers about the teaching, learning and practice of mathematical modeling.The research question at the heart of this study is: How does targeted professional development in mathematical modeling affect teacher practice? The project is an institutional partnership, with collaborating partners including: George Mason University, Harvey Mudd College and Montana State University with three respective collaborating school districts, Fairfax County Public Schools, Pomona Unified School District and Bozeman Public Schools. The project will provide high-quality teacher professional development in mathematical modeling through a content-focused summer institute and collaborative coaching through follow-up Lesson Study. The work will have broad impact as it engages elementary (grades 2-6) mathematics teachers, special educators, and teachers of students with Limited English Proficiency, to focus on: a) modeling mathematics ideas aligned to the Common Core mathematics content, classroom strategies, and student assessment standards; b) developing problem-based assessment and performance-based tasks for mathematical modeling in elementary grades; c) creating activities to differentiate instruction with parallel tasks that enrich 21st century skills in modeling (communication, collaboration, creativity and critical thinking) aimed at increasing the academic achievement of diverse populations (special education, gifted, Limited English Proficiency and economically disadvantaged); and d) developing need-based on-site and online web-learning professional and curricular resources (video clips of exemplar lessons, real-life math connections and concepts modeled using virtual manipulatives). The professional development web resources and tools will be available to school divisions across the respective partnering states as they are being developed and then disseminated nationally. The project will use three levels of evaluation: an external evaluator who will conduct an annual review of project documents, including research protocols and data analysis methods, advisory board meeting agendas and supplementary materials, and reports to the funding agency; an internal review by a team member experienced with models for evaluating professional development; and peer review by an expert Advisory Board. This tri-phase model of evaluation will maximize project resources and expertise.

数学建模是数学家使用数学来解决实际问题的一种数学实践，并在共同核心数学国家标准中进行了规定。 改善小学数学教学的必要性是有据可查的。此外，对于如何在低年级教授数学建模，人们的关注非常有限。 这种将数学应用于实际问题的数学实践的重要性在共同核心数学国家标准中得到了认可，并且是所有数学家使用的基本工具。该项目将为小学数学教师设计和提供专业发展，并将产生专注于小学数学建模的课程模块。该项目基于在劳动力中实践的数学建模，并将产生有关教师如何学习和实施建模过程的研究结果。 该项目将提供一个在线存储库作为所制作材料的交换所以及一个虚拟界面，以帮助促进教师之间关于数学建模的教学、学习和实践的对话。本研究的核心研究问题是：如何数学建模的针对性专业发展会影响教师实践吗？ 该项目是一个机构合作伙伴关系，合作伙伴包括：乔治梅森大学、哈维穆德学院和蒙大拿州立大学，以及三个各自的合作学区：费尔法克斯县公立学校、波莫纳联合学区和博兹曼公立学校。该项目将通过以内容为中心的暑期学院和后续课程学习的协作辅导，为数学建模领域的教师提供高质量的专业发展。这项工作将产生广泛的影响，因为它吸引了小学（2-6 年级）数学教师、特殊教育工作者和英语水平有限的学生教师，重点关注：a) 建模与共同核心数学内容、课堂策略相一致的数学思想，以及学生评估标准； b) 为小学年级的数学建模制定基于问题的评估和基于表现的任务； c) 开展活动，将教学与平行任务区分开来，丰富 21 世纪的建模技能（沟通、协作、创造力和批判性思维），旨在提高不同人群（特殊教育、天才、英语水平有限和经济弱势群体）的学术成就； d) 开发基于需求的现场和在线网络学习专业和课程资源（示例课程的视频剪辑、现实生活中的数学联系和使用虚拟操作建模的概念）。专业发展网络资源和工具将在开发过程中提供给各个合作州的学校部门，然后在全国范围内传播。 该项目将采用三个层次的评估：外部评估员对项目文件进行年度审查，包括研究方案和数据分析方法、顾问委员会会议议程和补充材料，并向资助机构报告；由具有专业发展评估模型经验的团队成员进行内部审查；以及专家顾问委员会的同行评审。这种三阶段评估模型将最大限度地利用项目资源和专业知识。