CAREER: Constructing Coherence: Elementary Teachers' Strategies for Using Standards-Based Mathematics Curriculum Materials

近年来，为了帮助教师理解和改进他们的初等数学教学，制定了许多政策和课程。教师面临的挑战是制定使用基于标准的课程材料的战略，以便在各种政策和问责信息之间建立一致性，并支持学生的学习。本研究第一阶段的目标是开发一个数据驱动的概念性框架，用于理解教师使用课程材料的资源、理解和语境。本研究通过将教师的课程使用策略置于多种课程、政策和发展背景下，并将这些策略与学生的成绩联系起来，将有助于该领域对教师使用基于标准的课程材料的理解。在第二阶段，目标是根据这一概念框架设计一种职前教师学习工具，并记录这一工具对职前教师关于课程材料的信念和做法的影响。中心研究活动包括两年多的课堂观察和对三、四年级教师的采访，重点是教师在与学生互动中注意、阅读、评估、调整和整合课程材料和其他教学资源的方式。中心教育活动包括让研究生课程的学生参与职前教师学习工具的设计，然后在爱荷华州立大学的两个本科生初级数学方法学生群中实施该工具。在该项目期间编写的教育材料将可供各种环境中的职前教师和师范教育工作者查阅和使用；这些材料的数字化性质将使其能够广泛传播。

Many policies and curricula have been designed in recent years to help teachers understand and improve their teaching of elementary mathematics. The challenge for teachers is to develop strategies for using standards-based curriculum materials in ways that construct coherence across various policy and accountability messages and support students' learning. The goal of Phase 1 of this research is to develop a data-driven conceptual framework for understanding the resources, understandings, and contexts that frame teachers' uses of curriculum materials. This research will contribute to the field's understanding of teachers' use of standards-based curriculum materials by situating teachers' curriculum use strategies in multiple curricular, policy, and developmental contexts and by linking these strategies to student achievement. In Phase 2, the goal is to design a pre-service teacher learning tool based on this conceptual framework and document the effects of this tool on pre-service teachers' beliefs and practices with respect to curriculum materials. The central research activities include multiple classroom observations and interviews with 3rd and 4th-grade teachers over two years, focused on the ways in which teachers notice, read, evaluate, adapt, and integrate curriculum materials and other instructional resources in interactions with students. The central educational activities include involving students from a graduate curriculum course in the design of the pre-service teacher learning tool and then implementing this tool with two cohorts of undergraduate elementary mathematics methods students at Iowa State University. Educational materials developed during this project will be accessible and relevant to pre-service teachers and teacher educators in a variety of settings; the digital nature of the materials will allow for broad dissemination.