Skip directly to content

Minimize RSR Award Detail

Research Spending & Results

Award Detail

Awardee:UNIVERSITY SYSTEM OF NEW HAMPSHIRE
Doing Business As Name:University of New Hampshire
PD/PI:
  • Orly Buchbinder
  • (603) 862-2172
  • orly.buchbinder@unh.edu
Award Date:01/17/2020
Estimated Total Award Amount: $ 903,581
Funds Obligated to Date: $ 291,066
  • FY 2020=$291,066
Start Date:06/01/2020
End Date:05/31/2025
Transaction Type:Grant
Agency:NSF
Awarding Agency Code:4900
Funding Agency Code:4900
CFDA Number:47.076
Primary Program Source:040106 NSF Education & Human Resource
Award Title or Description:CAREER: Investigation of Beginning Teachers' Expertise to Teach Mathematics via Reasoning and Proof
Federal Award ID Number:1941720
DUNS ID:111089470
Parent DUNS ID:001765866
Program:Discovery Research K-12
Program Officer:
  • Michael Steele
  • (703) 292-4313
  • msteele@nsf.gov

Awardee Location

Street:51 COLLEGE RD SERVICE BLDG 107
City:Durham
State:NH
ZIP:03824-3585
County:Durham
Country:US
Awardee Cong. District:01

Primary Place of Performance

Organization Name:University of New Hampshire
Street:51 College Road Service BLDG 107
City:Durham
State:NH
ZIP:03824-3585
County:Durham
Country:US
Cong. District:01

Abstract at Time of Award

Supporting teachers in integrating reasoning and proving as a mathematical practice into secondary math classes is a persistent challenge. These disciplinary practices are challenging to learn and to teach, and are frequently taught in a procedural way that is limited to the context of high school geometry courses. While much is known about the robust nature of reasoning and proving in mathematics and the content knowledge needed to teach it, less is known about how beginning teachers develop that knowledge and how that knowledge is translated into classroom practice. This project aims to develop the knowledge to teach reasoning and proving with secondary teacher candidates, and to follow them into they first years of independent practice to better understand how they are using that knowledge. The goals of the project are to better understand how beginning teachers' knowledge, dispositions, and proof-related practices evolve over time, and how the sociocultural context and support structures of the schools teachers are in influences their teaching of reasoning and proving. This project consists of three stages: preservice teacher preparation, the teaching internship, and novice teaching (the first two years of independent practice). During the teacher preparation phase, preservice teachers will take part in a capstone course focused on reasoning and proving, including enacting lessons in related to reasoning and proving in local middle schools. Using the Mathematical Knowledge for Teaching Proof framework, teachers' knowledge and dispositions towards reasoning and proving will be assessed through pre- and post-course assessment and surveys. Their example lessons will be video recorded and analyzed with respect to proof content, and they will engage in post-course interviews. In the next phase, during year-long student teaching internships, they will be asked to integrate reasoning and proving into their classroom practice. A set of target lessons will be recorded and analyzed, with full unit artifacts being collected and analyzed and pre- and post-unit interviews with the teacher conducted. The third phase follows teachers into their first two years of teaching practice and asks them to identify two units related to reasoning and proving to serve as data sources. The research team will conduct start and end of year interviews with the teachers, collect video recordings of the units and associated artifacts, administer a dispositions towards proof survey, and conduct pre- and post-unit interviews. Teachers will also participate in a professional learning community designed to support their teaching related to reasoning and proving. Data will be analyzed across the three phases using case study methodology to characterize patterns of knowledge, dispositions, and practice related o reasoning and proving. The project will also make available educational materials related to the capstone course and the professional learning community that will further support the development of teachers' knowledge and capacity for teaching reasoning and proving. 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.

For specific questions or comments about this information including the NSF Project Outcomes Report, contact us.