This project focuses on practicing and preservice secondary mathematics teachers and mathematics teacher educators. The project is researching, designing, and developing materials for preservice secondary mathematics teachers that enable them to acquire the mathematical knowledge and situated rationality central to teaching, in particular as it regards the leading of mathematical discussions in classrooms.
Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching
Researchers at the Universities of Michigan and Maryland are developing materials to survey the rationality behind secondary mathematics teaching practice and to support the development by secondary mathematics preservice teachers of specialized knowledge and skills for teaching. The project focuses on the leading of classroom discussions for the learning of algebra and geometry.
Using animations of instructional scenarios, the project is developing online, multimedia questionnaires and using them to assess practicing teachers' mathematical knowledge for teaching and their evaluations of teacher decision making. Reports and forum entries from the questionnaires are integrated into a learning environment for prospective teachers and their instructors built around these animated scenarios. This environment allows pre-service teachers to navigate, annotate, and communicate about the scenarios; and it allows their instructors to plan using those scenarios and share experiences with their counterparts.
The research on teachers' rationality uses an experimental design with embedded one-way ANOVA, while the development of the learning environment uses a process of iterative design, implementation, and evaluation. The project evaluation by researchers at Northwestern University uses qualitative methods to examine the content provided in the environment as well as the usefulness perceived by teacher educators of a state network and their students.