CAREER: Adapting Curriculum for Learning in Mathematics Education (ACCLIME): Processes and factors in teachers' evolving adaptations of curriculum materials

职业：数学教育学习课程调整（ACCLIME）：教师不断调整课程材料的过程和因素

• 批准号: 0746573
• 负责人: Jeffrey Choppin
• 金额: $ 59.84万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-06-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0746573&HistoricalAwards=false
• 关键词: CAREER; Adapting; Curriculum; Learning; Mathematics

The ACCLIME project investigates teachers' uses and adaptations of CMP, an NSF-funded middle school curriculum. The project comprises three nested series of case studies involving school districts that are long-term CMP implementers and that have provided substantial and ongoing support, and 16 middle school mathematics teachers within these districts. The study seeks to better articulate: (1) the ways that teachers adapt CMP over time and how they develop professionally as a result of using the curriculum materials; (2) the connection between district policy, resource development, and teachers' curriculum processes; and (3) the dynamic nature of districts' long-term curriculum implementations.

ACCLIME项目调查了教师对国家科学基金会资助的中学课程《化学计画》的使用和适应情况。该项目包括三个嵌套的系列案例研究，涉及作为《议定书》《议定书》长期实施者并提供大量和持续支持的学区，以及这些学区内的16名中学数学教师。这项研究旨在更好地阐明：(1)教师如何随着时间的推移适应课程计划，以及他们如何因使用课程材料而获得专业发展；(2)地区政策、资源开发和教师课程过程之间的联系；以及(3)地区长期课程实施的动态性质。