Elementary, Secondary, and Informal Education: Getting to the Core: Supporting Teachers' Implementation of Contemporary Mathematics in Context

小学、中学和非正式教育：深入核心：支持教师在背景下实施当代数学

• 批准号: 0138556
• 负责人: Fran Arbaugh
• 金额: $ 19.97万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0138556&HistoricalAwards=false
• 关键词: Elementary; Secondary; Informal; Education; Getting

This Pilot Local Systemic change project is a partnership between the University of Missouri-Columbia and the Columbia Public Schools. It supports forty mathematics teachers (grades 8-12) as they implement Contemporary Mathematics in Context (Core Plus). Using a model of professional development designed around four important issues (building teachers' knowledge base about content and pedagogy, supporting teachers in both the planning and implementation phases of instruction, and helping teachers reflect on the entire process), project staff and a Core Plus author design and implement over 200 hours of professional development over a two-year period. The project seeks to understand the professional development support and its influences on teacher knowledge and practices. The project supports building a continuing educational infrastructure in which preservice mathematics teachers can actively participate and learn about teaching mathematics in classrooms where reform curricula are being faithfully implemented.

这个试点地方系统性变革项目是密苏里大学哥伦比亚分校和哥伦比亚公立学校之间的一个伙伴关系。 它支持40名数学教师（8-12年级），因为他们在上下文中实施当代数学（核心加）。 使用围绕四个重要问题设计的专业发展模式（建立教师关于内容和教学法的知识库，在教学的规划和实施阶段为教师提供支持，并帮助教师反思整个过程），项目工作人员和Core Plus作者在两年的时间内设计和实施200多个小时的专业发展。 该项目旨在了解专业发展支持及其对教师知识和实践的影响。 该项目支持建立一个继续教育基础设施，使中学数学教师能够积极参与，并在忠实执行改革课程的教室里学习数学教学。