Using Technology to Capture Classroom Interactions: The Design, Validation, and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms

利用技术捕捉课堂互动：针对多元化 K-8 数学课堂的教学工具形成性评估的设计、验证和传播

基本信息

批准号：
1814114
负责人：
Kathleen Melhuish
金额：
$ 198.47万
依托单位：
Texas State University - San Marcos
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-15 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814114&HistoricalAwards=false
关键词：
Using Technology Capture Classroom Interactions

项目摘要

An important aspect of mathematics teaching and learning is the provision of timely and targeted feedback to students and teachers on the teaching and learning processes. However, many of the tools and resources focused on providing such feedback (e.g., formative assessment) are aimed at helping students. However, formative assessment of teaching can be equally transformative for teachers and school leaders and is a key component of improved teacher practice. This project will refine, expand and validate a formative assessment tool called Math Habits Tool (MHT) for Kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students. The tablet or computer-based tool is intended for use with teacher leaders, principals, coaches, and others interested in assessing teacher practice in a formative way. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This project will continue the development of the MHT through: (1) the integration of an access component; (2) analysis of videos collected during prior studies covering a diverse set of classrooms across the K-8 spectrum; (2) a validation study using validity-argument approach and (3) the development, piloting, and refinement of professional development modules that will guide math educators, researchers, and practitioners in using the MHT effectively as a formative assessment of instruction. The revised MHT will be validated through analyses of video data from a range of K-8 classrooms with varying demographics and contexts such as socio-economic status, language backgrounds, gender, school settings (e.g., urban, rural, suburban), and race, with particular attention to increasing accessibility to mathematics learning by students who are traditionally underserved, including emergent bilingual students. The data analysis plan involves video coding with multiple checks on reliability, dimensionality analysis with optimal scaling, correlation analysis, and hierarchical linear modeling.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.

数学教学的一个重要方面是向学生和教师提供有关教学过程的及时且有针对性的反馈。然而，许多专注于提供此类反馈（例如形成性评估）的工具和资源旨在帮助学生。然而，教学的形成性评估对于教师和学校领导来说同样具有变革性，并且是改进教师实践的关键组成部分。该项目将完善、扩展和验证一种名为“数学习惯工具”(MHT) 的形成性评估工具，适用于幼儿园到八年级的课堂。 MHT 旨在捕捉和理解当前教师与学生以及学生与学生之间的课堂互动模式，从而促进所有学生更公平地获得高质量的数学学习体验。该平板电脑或基于计算机的工具旨在供教师领导、校长、教练和其他有兴趣以形成性方式评估教师实践的人员使用。 Discovery Research preK-12 计划 (DRK-12) 旨在通过研究和开发创新资源、模型和工具，显着增强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该项目将通过以下方式继续开发 MHT：(1) 集成访问组件; (2) 对先前研究期间收集的涵盖 K-8 范围内不同教室的视频进行分析； (2) 使用有效性论证方法进行验证研究，以及 (3) 专业发展模块的开发、试点和完善，这些模块将指导数学教育者、研究人员和从业者有效地使用 MHT 作为教学的形成性评估。修订后的 MHT 将通过对来自一系列 K-8 教室的视频数据进行验证，这些教室具有不同的人口统计数据和背景，例如社会经济地位、语言背景、性别、学校环境（例如城市、农村、郊区）和种族，特别关注增加传统上服务不足的学生（包括新兴双语学生）学习数学的机会。数据分析计划涉及对可靠性进行多重检查的视频编码、具有最佳缩放比例的维度分析、相关性分析和分层线性建模。该奖项反映了 NSF 的法定使命，并通过利用基金会的智力优势和更广泛的影响进行评估，认为值得支持审查标准。

项目成果

期刊论文数量（10）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Illuminating purposes of group work through teachers’ language in Everyday mathematics lessons.

通过日常数学课程中教师的语言阐明小组作业的目的。

DOI：
发表时间：
2021-01
期刊：
Proceedings of the 43d annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
影响因子：
0
作者：
Ellis, B.;Pham, A.;Bianco, K.;Thanheiser, E.
通讯作者：
Thanheiser, E.

Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying

网络框架：一种分析课堂文化复杂性的方法，重点是证明其合理性

DOI：
10.1007/s10649-021-10026-3
发表时间：
2021-06
期刊：
Educational Studies in Mathematics
影响因子：
3.2
作者：
Thanheiser, Eva;Melhuish, Kathleen;Sugimoto, Amanda;Rosencrans, Brenda;Heaton, Ruth
通讯作者：
Heaton, Ruth

Operationalizing access for students: making meaning of tasks, contexts, and language

为学生提供可操作的访问：赋予任务、情境和语言意义

DOI：
发表时间：
2020-01
期刊：
42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
影响因子：
0
作者：
Sugimoto, A.;Thanheiser, E.;Melhuish, K.;Sorto, A.;Pham, A.
通讯作者：
Pham, A.

EXPLORING THE RELATIONSHIP BETWEEN QUALITATIVE LESSON SCORES AND QUANTITATIVE QUALITIES OF INDIVIDUAL CODES

探索定性课程分数与单个代码的定量质量之间的关系

DOI：
发表时间：
2022-01
期刊：
Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
影响因子：
0
作者：
Melhuish, K.;White, A.;Strickland, S.;Wrightsman, E.
通讯作者：
Wrightsman, E.

Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms

剖析第四至八年级数学课堂中富有成效的数学教学动作

DOI：
发表时间：
2020-01
期刊：
42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
影响因子：
0
作者：
Melhuish, K.;Strickland, S.;Ellis, B.;Han, S.;Pham, A.;Thanheiser, E.
通讯作者：
Thanheiser, E.