Implementing the Mathematical Practice Standards: Enhancing Teachers' Ability to Support the Common Core State Standards

实施数学实践标准:增强教师支持共同核心国家标准的能力

基本信息

  • 批准号:
    1119163
  • 负责人:
  • 金额:
    $ 300.83万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2011
  • 资助国家:
    美国
  • 起止时间:
    2011-08-01 至 2017-07-31
  • 项目状态:
    已结题

项目摘要

The Implementing Mathematical Practices Standards (IMPS) is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices. Researchers at the Education Development Center are developing videos and print materials that exemplify the mathematical practices and are working with teachers in grades 5-10 to help them use the materials effectively. The research questions of the project are focused on what features of the materials are most helpful to teachers and what professional development characteristics facilitate implementation of the mathematics practices in classroom instruction. The external evaluation of the project is being conducted by evaluators at TERC who are looking the process of developing materials and how the materials are used. The materials will include professionally-produced videos exemplifying a particular mathematical practice being implemented in a classroom as well as printed dialogues that are designed to help teachers understand the practice and why it is critical for students to acquire that mathematical practice. The exemplars of mathematical practices are being developed based on pilot work and systematic advice from mathematicians, mathematics educators and mathematics teachers in grades 5-10. The design process is iterative and materials are refined based on feedback that is received. Facilitators are being prepared to conduct professional development and materials are being tested by more than 150 teachers in a variety of school districts. Professional groups such as NCTM and NCSM have called for materials that exemplify the CCSS mathematical practices. They have argued that teachers need to understand how these standards can be achieved in classrooms. IMPS systematic effort to design materials that exemplify the standards and to test not only the materials but also the professional development associated with the materials is responding to the national need. The videos and dialogues will be available through broad dissemination.
实施数学实践标准(IMPS)是一个为期四年的项目,旨在帮助教师了解如何在数学教学中实施共同核心国家标准中描述的数学实践。改进教学的目标是帮助学生采用和重视这些关键的数学实践。 教育发展中心的研究人员正在开发视频和印刷材料,以支持数学实践,并与5-10年级的教师合作,帮助他们有效地使用这些材料。该项目的研究问题的重点是什么功能的材料是最有帮助的教师和专业发展的特点,促进实施的数学实践在课堂教学。TERC的评估人员正在对该项目进行外部评估,他们正在研究开发材料的过程以及如何使用这些材料。这些材料将包括专业制作的视频,举例说明在课堂上实施的特定数学实践,以及旨在帮助教师了解实践以及为什么学生获得数学实践至关重要的印刷对话。 数学实践的范例正在根据试点工作和数学家、数学教育工作者和5-10年级数学教师的系统建议开发。 设计过程是迭代的,材料是根据收到的反馈进行改进的。目前正在准备培训人员进行专业发展,各学区的150多名教师正在对教材进行测试。 NCTM和NCSM等专业团体呼吁提供支持CCSS数学实践的材料。 他们认为,教师需要了解如何在课堂上实现这些标准。 IMPS系统地努力设计符合标准的材料,不仅测试材料,而且测试与材料有关的专业发展,这是对国家需要的回应。 录像和对话将广泛传播。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

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E. Paul Goldenberg其他文献

Students' understanding of the notion of function in dynamic geometry environments
  • DOI:
    10.1007/bf00182618
  • 发表时间:
    2013-11-07
  • 期刊:
  • 影响因子:
    3.500
  • 作者:
    Orit Hazzan;E. Paul Goldenberg
  • 通讯作者:
    E. Paul Goldenberg
An Inefficient Route to the Cosine Law
  • DOI:
    10.1023/a:1009709803488
  • 发表时间:
    1998-05-01
  • 期刊:
  • 影响因子:
    3.500
  • 作者:
    E. Paul Goldenberg
  • 通讯作者:
    E. Paul Goldenberg
Getting Euler's Line to Relax
  • DOI:
    10.1023/a:1017907209271
  • 发表时间:
    2001-05-01
  • 期刊:
  • 影响因子:
    3.500
  • 作者:
    E. Paul Goldenberg
  • 通讯作者:
    E. Paul Goldenberg
Principles, Art, and Craft In Curriculum Design: The Case of Connected Geometry
  • DOI:
    10.1023/a:1009878903774
  • 发表时间:
    1999-05-01
  • 期刊:
  • 影响因子:
    3.500
  • 作者:
    E. Paul Goldenberg
  • 通讯作者:
    E. Paul Goldenberg

E. Paul Goldenberg的其他文献

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{{ truncateString('E. Paul Goldenberg', 18)}}的其他基金

Mathematics through Programming in the Elementary Grades
小学数学通过编程
  • 批准号:
    1934161
  • 财政年份:
    2019
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Standard Grant
Think Math + C: Integrating Programming Into a Comprehensive K-5 Mathematics Curriculum
Think Math C:将编程融入综合 K-5 数学课程
  • 批准号:
    1741792
  • 财政年份:
    2017
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Standard Grant
Bringing a Rigorous Computer Science Principles Course to the Largest School System in the United States
将严格的计算机科学原理课程引入美国最大的学校系统
  • 批准号:
    1441075
  • 财政年份:
    2015
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant
iPuzzle: Transforming Mathematics Learning Through Social Puzzling
iPuzzle:通过社交谜题改变数学学习
  • 批准号:
    1135173
  • 财政年份:
    2012
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Standard Grant
Transition to Algebra: A Habits of Mind Approach
向代数过渡:思维习惯方法
  • 批准号:
    0917958
  • 财政年份:
    2009
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant
Learning By Doing: A Mathematics Curriculum for Elementary School Children and Their Teachers
边做边学:小学生及其老师的数学课程
  • 批准号:
    0099093
  • 财政年份:
    2001
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant
SGER: Finding Principles For K-6 Curriculum Materials that Promote Rather than Require Professional Development
SGER:寻找促进而非要求专业发展的 K-6 课程材料原则
  • 批准号:
    0000368
  • 财政年份:
    2000
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Standard Grant
Problems With A Point: A Web-based Problem Bank for Teachers
一点问题:基于网络的教师问题库
  • 批准号:
    9818735
  • 财政年份:
    1999
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant
Connecting With Mathematics: The Ideas Behind the Techniques
与数学联系:技术背后的想法
  • 批准号:
    9731244
  • 财政年份:
    1998
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant
An Espistemology of Dynamic Geometry
动态几何认识论
  • 批准号:
    9453864
  • 财政年份:
    1995
  • 资助金额:
    $ 300.83万
  • 项目类别:
    Continuing Grant

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