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

职业：构建连贯性：小学教师使用基于标准的数学课程材料的策略

• 批准号: 0643497
• 负责人: Corey Drake
• 金额: --
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-08-01 至 2011-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0643497&HistoricalAwards=false
• 关键词: CAREER; Constructing; Coherence; Elementary; Teachers

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.

近年来，设计了许多政策和课程来帮助教师理解和改进基础数学教学。教师面临的挑战是制定使用基于标准的课程材料的策略，以构建各种政策和问责信息的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框架，以了解构成教师使用课程材料的资源、理解和背景。这项研究将通过将教师的课程使用策略置于多种课程、政策和发展背景中，并将这些策略与学生的成绩联系起来，有助于该领域对教师使用基于标准的课程材料的理解。第二阶段的目标是根据这一概念框架设计一个职前教师学习工具，并记录该工具对职前教师关于课程材料的信念和实践的影响。 中心研究活动包括两年多的多次课堂观察和对三年级和四年级教师的采访，重点关注教师在与学生互动中注意、阅读、评估、适应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组本科基础数学方法学生中实施该工具。该项目期间开发的教育材料将可供各种环境下的职前教师和教师教育工作者使用并与之相关；这些材料的数字性质将允许广泛传播。