Collaborative Research: Examining Elementary Mathematics Teachers' Behaviors and Learning with an Online Professional Development Platform

合作研究：利用在线专业发展平台检查小学数学教师的行为和学习

• 批准号: 2301274
• 负责人: Cheryl Moran
• 金额: $ 37.08万
• 依托单位: University of Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2301274&HistoricalAwards=false
• 关键词: Collaborative; Research; Examining; Elementary; Mathematics

Elementary mathematics teachers have a growing need for professional learning opportunities. Online resources can provide essential support, especially for teachers from low-resourced schools, in which there is often limited funding for professional development. Online professional learning also allows teachers to work at their own pace and seek out the resources they find most useful. In this project, the investigators will explore different ways that elementary school teachers participate in online learning in a platform that includes videos, discussions, and other resources for mathematics teaching. Knowing that teachers may use the platform to different degrees depending on their interest and time available, the study will investigate how different profiles of participation influence teachers' learning. The nation-wide study will also examine how to design different types of learning experiences within the platform. Given the current reliance on online resources, it is crucial to know how teachers perceive what they learn when their learning is self-directed and self-paced.The project will use a large-scale virtual learning community for elementary teachers to investigate how different participation profiles influence teachers' professional learning. First, the project will identify how teachers understand their own learning when interacting with an online, asynchronous, professional-learning website. The nationwide study will develop profiles of teachers who engage with the site in different ways. Some teachers may be seeking specific information for an upcoming lesson and others may be browsing for their own curiosity. Early phases of the project will use web analytics, measures of math anxiety, surveys, and interviews to develop profiles and understand how teachers perceive their learning. Second, using an experimental design, the project will test whether the perceived learning strategies identified by data mining, teacher surveys, and interviews affect teacher behaviors, which have been identified as being related to positive teaching and student-learning outcomes. The final phase will add assessments of teacher learning to test the design of interventions grounded in the analysis from the early phases.This project is supported by NSF's EDU Core Research (ECR) program and the Discovery Research preK-12 Program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. 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.

基础数学教师对专业学习机会的需求越来越大。在线资源可以提供基本的支持，尤其是对于低资源学校的教师，在专业发展中通常有限的资金。在线专业学习还使教师可以自己的节奏工作，并寻找他们发现最有用的资源。在这个项目中，调查人员将探索小学教师在包括视频，讨论和其他数学教学资源的平台中参与在线学习的不同方式。该研究知道教师可能会根据其兴趣和时间来使用不同程度的平台，因此该研究将研究参与的不同概况如何影响教师的学习。全国范围内的研究还将研究如何在平台内设计不同类型的学习体验。鉴于当前对在线资源负有责任，至关重要的是要知道教师在学习时如何看待他们学到的知识。该项目将使用一个大规模的虚拟学习社区来供小学教师研究不同的参与概况如何影响老师的专业学习。首先，该项目将确定教师在与在线，异步，专业学习网站互动时如何理解自己的学习。全国性的研究将以不同的方式发展与该网站互动的教师的个人资料。一些老师可能正在寻找即将到来的课程的特定信息，而另一些教师可能会浏览自己的好奇心。该项目的早期阶段将使用Web分析，数学焦虑量，调查和访谈来开发个人资料，并了解教师如何看待他们的学习。其次，使用实验设计，该项目将测试数据挖掘，教师调查和访谈所确定的感知学习策略是否会影响教师行为，这已被确定为与积极的教学和学生学习成果有关。最后阶段将增加对教师学习的评估，以测试早期阶段分析中基于的干预措施的设计。该项目得到了NSF的EDU核心研究（ECR）计划（ECR）计划和Discovery Research Prek-12计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。 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，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。