INVESTIGATING RELATIONSHIPS BETWEEN MATHEMATICAL KNOWLEDGE FOR TEACHING AND HIGH LEVERAGE TEACHING PRACTICES
This project uses teaching simulations to investigate relationships between preservice teachers’ mathematical knowledge for teaching (MKT) and their engagement with the high leverage teaching practices (HLPs) of eliciting and interpreting student thinking. We will explore how simulations can be used not only as assessments, but also as tools to support preservice teachers’ development of MKT and HLPs.
Funder: National Science Foundation, EHR Core Research (ECR) Level II Project
(Grant number 1535389)
Timeline: 1/1/16- 12/31/19
Principal Investigators: Timothy Boerst, Meghan Shaughnessy, and Deborah Loewenberg Ball
STRENGTHENING THE QUALITY, DESIGN, AND USABILITY OF SIMULATIONS AS ASSESSMENTS OF TEACHING PRACTICE
This project investigates the larger-scale use of simulation assessments in teacher education. We focus on three key issues: (1) approaches for developing profiles for standardized students; (2) the degree of “standardization” of the standardized student; and (3) the development of performance expectations for preservice teachers.
Funder: National Science Foundation, Discovery Research K-12 (DR K-12), Exploratory Project
(Grant number 1502711)
Dates: 9/1/2015 – 8/31/2017
Principal Investigators: Meghan Shaughnessy, Timothy Boerst, and Deborah Loewenberg Ball
INVESTIGATING SIMULATIONS OF TEACHING PRACTICE: ASSESSING READINESS TO TEACH ELEMENTARY MATHEMATICS
This project designed and studied simulations of teaching scenarios to assess preservice teachers’ skills with eliciting and interpreting students’ thinking about mathematics. We developed and validated three assessments. Each includes multiple versions, as well as training and support materials.
Funder: National Science Foundation, Discovery Research K-12 (DR K-12) Exploratory Project (Grant number 1316571)
Dates: 10/1/13- 9/31/16
Principal Investigators: Timothy Boerst, Meghan Shaughnessy, Deborah Loewenberg Ball, and Hyman Bass