This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.

中文翻译：

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在教师实习计划中检查基于项目的学习成功和数学职前教师的挑战：边做边学

这项现象学研究描述了教师驻留计划中的中学数学职前教师 (PST) 如何设计和实施基于项目的学习 (PBL) 单元。六个 A 是用于评估 PBL 单元的严谨性和相关性的框架，有助于捕捉研究问题：PST 在首次实施 PBL 单元时经历了哪些成功和挑战？这项定性研究说明了 PST 如何让学生参与相关学习，努力保持严谨性，并让社区成为项目的合作伙伴。研究结果表明，PBL 教学的高质量实施需要社区参与、促进数学学习和转变学习环境。PST 认识到 PBL 方法需要改变传统的教学实践，并重新定义教师教数学和学生学习数学的意义。这项研究有助于了解教师驻留项目如何利用 PBL 作为教学模型为 PBL 环境准备 PST 的稀缺知识。