SGER: Finding Principles For K-6 Curriculum Materials that Promote Rather than Require Professional Development

这个为期一年的项目将进行研究，旨在确定组织课程材料的方法，不仅能有效地向孩子们教授小学数学，同时还能为使用这些材料的小学教师提供专业发展。随着新课程材料的产生，我们必须了解如何使用创新的课程材料为使用这些材料的教师提供专业发展。该项目将使用现有的小学数学课程材料(几十年前由Wirtz、Botel、Beberman和Sawyer撰写的“数学研讨会”)作为基础，创建一个或两个样本单元，说明拟议的课程组织框架。这些材料将在马萨诸塞州的一小群教师和学生中试行。评估数据将包括教师访谈和课堂观察。评估将特别关注教师的数学知识因使用材料而发生变化的方式。将分析这些数据，以确定拟议的框架是否合适。如果不是，数据将提出修改该框架的方法。NSF对该项目的支持为84,791美元。

0000368GOLDENBERGThis one-year project will conduct research designed to identify ways of organizing curriculum materials that will not only effectively teach elementary school mathematics to children, but also simultaneously provide professional development for the elementary teachers who use the materials. As new curriculum materials are created it is critical we find out how the use of innovative curriculum materials can provide professional development for the teachers who use those materials. The project will use existing elementary school mathematics curriculum materials ("Math Workshop," written several decades ago by Wirtz, Botel, Beberman and Sawyer) as a base for creating one or two sample units which illustrate a proposed curriculum organization framework. These materials will be piloted with a small group of teachers and students in Massachusetts. Evaluation data will include teacher interviews and classroom observations. The evaluation will focus particularly on the ways that teachers' knowledge of mathematics changes as a result of using the materials. These data will be analyzed to determine if the proposed framework is appropriate. If not, the data will suggest ways of modifying that framework. NSF's support for this project is $84,791.