Collaborative Research: Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics

协作研究：量化课程推理作为数学教学的批判性实践

• 批准号: 2201165
• 负责人: Jonathan Bostic
• 金额: $ 32.48万
• 依托单位: Bowling Green State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201165&HistoricalAwards=false
• 关键词: Collaborative; Research; Quantifying; Curricular; Reasoning

Teachers of mathematics engage in curricular reasoning as they design and interact with their students, choose curricular materials, and implement curriculum standards in the service of high-quality instruction. Currently, there is no shared measure of curricular reasoning of middle school teacher classroom decision making in mathematics. In this research project, the team develops and validates two measures of middle school teachers’ curricular reasoning in mathematics as practiced. The first measure looks at curriculum reasoning from the perspective of the teacher, the second measure attends to the perspectives of the mathematics education research community. The research examines teacher self-assessment compared and aligned with those of professional observers (e.g., coaches, school leaders, and researchers) to establish the validity of the teacher self-report measure. The research establishes benchmark scores of teachers curricular reasoning in middle school mathematics, supporting increased interpretability and utility of the curricular reasoning score to improve classroom practice.The researchers carefully examine four research questions: [1] To what extent does validity evidence support use of the Curricular Reasoning Self-Assessment Survey Suite for middle school mathematics teachers to measure their own curricular reasoning? [2] To what extent does validity evidence support use of the Curricular Reasoning Observation Assessment to measure middle school mathematics teachers’ curricular reasoning? [3] Is there a significant relationship between middle school mathematics teachers’ curricular reasoning when measured by the new curricular reasoning tools? [4] What benchmarks define different curricular reasoning levels on each of the two measures? The research team gathers validity data based on shared standards held by the American Psychological Association, the National Council on Measurement in Education, and the American Educational Research Association. The research advances our understanding of teacher curricular reasoning through the development of the two measures. The work bridges research and practice as the researchers use self-report and observational evidence to support and improve teachers’ practice of curricular reasoning. The team uses Rasch psychometric tools for standard setting to improve the usability of the measures for classroom usage. 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 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.

数学教师在设计和与学生进行互动，选择当前材料并实施当前标准时，从事现代推理，以服务高质量的教学。目前，尚无对中学教师课堂决策在数学中的现代推理的共同衡量。在该研究项目中，团队开发并验证了中学教师在数学上的课程推理的两种措施。第一个衡量标准从教师的角度着眼于课程推理，第二个措施参与了数学教育研究界的观点。研究考试教师的自我评估与专业观察家（例如教练，学校领导者和研究人员）的自我评估进行了比较并保持一致，以建立教师自我报告测量的有效性。这项研究确立了中学数学中教师课程推理的基准评分，支持当前推理得分​​的解释性和实用性以改善课堂实践。研究人员仔细研究了四个研究问题：[1]有效性证据支持对课程推理自我评估套件在多大程度上支持中学数学老师，以衡量自己的当前理解？ [2]有效性证据在多大程度上支持使用课程推理观察评估来衡量中学数学教师的卷曲推理？ [3]在新的卷曲推理工具测量时，中学数学教师的卷曲推理之间是否存在显着的关系？ [4]哪些基准分析了两种措施中的每个措施的不同电流推理水平？研究团队根据美国心理学协会，全国教育委员会和美国教育研究协会持有的共同标准收集有效性数据。这项研究通过制定这两项措施来促进我们对教师课程推理的理解。当研究人员使用自我报告和观察证据来支持和改善教师的课程推理实践时，这项工作桥梁研究和实践。该团队使用Rasch心理测量工具用于标准设置，以提高课堂使用措施的可用性。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具的研究和开发，从而大大增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并通过基金会的智力优点和更广泛的影响审查标准，通过评估来诚实地支持支持。

项目成果

Examining how using dichotomous and partial credit scoring models influence sixth‐grade mathematical problem‐solving assessment outcomes

检查使用二分法和部分信用评分模型如何影响六年级数学问题 - 解决评估结果

• DOI: 10.1111/ssm.12570
• 发表时间: 2023
• 期刊: School Science and Mathematics
• 影响因子: 1.1
• 作者: May, Toni A.;Koskey, Kristin L. K.;Bostic, Jonathan D.;Stone, Gregory E.;Kruse, Lance M.;Matney, Gabriel
• 通讯作者: Matney, Gabriel