Classroom Implementation Indicators for K-12 Common Core State Standards in Mathematics (CCSSM)

K-12 数学共同核心国家标准 (CCSSM) 的课堂实施指标

• 批准号: 1445583
• 负责人: William Schmidt
• 金额: $ 29.71万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1445583&HistoricalAwards=false
• 关键词: Classroom; Implementation; Indicators; 12; Common

This project focuses on indicators outlined in the National Research Council report Monitoring Progress Toward Successful K-12 STEM Education: Indicator 4, regarding instructional materials that embody the Common Core State Standards for Mathematics (CCSSM), and Indicator 5, classroom coverage of content and practices as specified in the CCSSM. This project seeks to clarify these ideas and develop mechanisms to measure both the alignment of instructional materials and classroom instruction with key elements of the CCSSM. The project will accomplish its work through three types of activities: 1) meetings convened with STEM educators to work towards developing a consensus around the identification of appropriate concepts and their operational definitions; 2) a thorough review, evaluation, and synthesis of the current evidence base for such indicators; and 3) the drafting of specific recommendations towards the implementation of the measurement of such indicators. This project builds on and extends the knowledge and expertise gained from previous NSF-funded projects including the Survey of Mathematics and Science Opportunities (SMSO) that resulted in the indicators and instrumentation used in the 1995 Third International Mathematics and Science Study (TIMSS) and the Promoting Rigorous Outcomes in Mathematics/Science Education (PROMSE) MSP.Recent work has highlighted ambiguity in teachers' understandings of the CCSSM mathematics practices along with some differences in interpretation among mathematics educators. Effort is needed to secure greater consensus on these fundamental definitions before reasonable operational definitions for any indicator may be developed. The discourse methodology developed in the SMSO work in which informed experts wrestle together with appropriate data to develop consensus will be employed in multiple meetings with appropriate mathematics educators to make progress towards these important fundamental and operational definitions. Similar meetings to review and evaluate the current database on instructional materials (textbooks) and teachers' classroom practices will be held in order to move towards a synthesis of the data and a consensus around which indicators may be developed. Finally, based on these two efforts, experts in indicator measurement and development will be brought together with mathematics educators to draft recommendations towards the creation and feasible measurement of such indicators.

本项目侧重于国家研究理事会报告《监测K-12 STEM教育成功进展情况：指标4》中概述的指标，其中指标4涉及体现《国家数学共同核心标准》(CCSSM)的教材，指标5指标5为CCSSM规定的课堂内容和实践覆盖面。该项目试图澄清这些想法，并建立机制，以衡量教材和课堂教学与CCSSM的关键要素的一致性。该项目将通过三种类型的活动来完成其工作：1)与STEM教育工作者举行会议，努力就确定适当的概念及其业务定义达成共识；2)彻底审查、评估和综合这些指标的现有证据基础；以及3)起草具体建议，以落实这些指标的衡量。这个项目建立在并扩展了从NSF资助的以前的项目中获得的知识和专业知识，包括数学和科学机会调查(SMSO)，这些项目产生了1995年第三次国际数学和科学研究(TIMSS)中使用的指标和工具，以及促进数学/科学教育(PROMSE)MSP的严格成果。最近的工作突显了教师对CCSSM数学实践的模糊理解以及数学教育工作者之间的一些解释分歧。在为任何指标制定合理的业务定义之前，需要努力确保就这些基本定义达成更大的共识。将在与适当的数学教育工作者的多次会议上采用在SMSO工作中制定的讨论方法，在这种方法中，知情的专家与适当的数据角力，以形成共识，以在这些重要的基本和可操作的定义方面取得进展。还将举行类似的会议，审查和评价目前的教学材料(教科书)数据库和教师的课堂实践，以便对数据进行综合，并就可围绕其制定指标达成共识。最后，在这两项工作的基础上，将召集指标衡量和发展方面的专家与数学教育工作者一起起草关于创建和可行衡量这类指标的建议。