Co-Developing a Curriculum Coherence Toolkit with Teachers

与教师共同开发课程一致性工具包

• 批准号: 1908165
• 负责人: Sandra Crespo
• 金额: $ 11.67万
• 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: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908165&HistoricalAwards=false
• 关键词: Co; Developing; Curriculum; Coherence; Toolkit

One important aspect of any mathematics curriculum is its coherence, or the mathematical connections across lessons. This coherence links lessons and activities so that mathematical ideas, representations, practices, skills, and ways of thinking build upon each other to help students construct mathematical meaning and enhance their learning. When teachers relied predominantly on published curriculum materials, curricular coherence was largely provided by the curriculum authors. However, many of today's teachers are no longer given a foundational textbook or single set of resources. Further, teachers have unprecedented access via the internet and social media to lessons and activities produced by many different curriculum developers (including other teachers). As a result, the important task of building curricular coherence becomes the responsibility of the classroom teacher. And yet, very little is known about how teachers think about curricular coherence or how their decisions about lessons and activities reflect the coherent mathematical story they hope to students will learn in their classrooms. This project will investigate the factors that influence curriculum coherence and how teachers in Grades 3-5 respond to these factors as they make decisions about their mathematics curriculum. A national survey of 300 Grades 3-5 teachers will be conducted in in the first phase of the project and the work will continue with small groups of four case study teachers in each of four different districts across four states. Case study participants will work with project researchers to co-develop a set of tools for supporting curriculum coherence. The structure of the project and the selection of case study participants will facilitate the collaborative co-development of tools across institutions and across geographic and curricular contexts, supporting the use of the tools across a wide range of contexts. The outcomes of this study will contribute to broader impacts by developing understandings of curriculum coherence that are robust across a range of curricular, policy, and district/school contexts, with implications that support the participation of students in diverse mathematics classrooms. The survey findings and the coherence toolkit co-developed with teachers will be disseminated widely through conference presentations, including teacher-oriented conferences, through journal publications, and through making survey data available to other researchers. The research objectives of this study are to explore 1) patterns of Grade 3-5 teacher curricular resource use across a range of curriculum contexts, 2) teacher decisions about curriculum coherence, and 3) how curriculum toolkits co-developed with teachers might support teachers in making decisions related to curriculum coherence. Given the potential variation among and within states and districts in terms of contextual factors impacting curriculum use, teachers will be surveyed about their contexts, available resources, and curricular decision-making. Survey data will be analyzed using primarily descriptive analyses. Following the survey, in-depth case studies of teacher curricular resource use in contexts that vary along two dimensions (autonomy to select curricular resources and the complexity of curricular influences, including the number of resources available) will be developed. Case study data, including interviews, video-recorded co-design groups, and curriculum use artifacts, will be analyzed using methods of discourse analysis, thematic analysis, and document analysis and synthesized within and across cases. By selecting cases along these dimensions, a set of tools will be co-developed to support teachers as they navigate diverse curricular contexts to enact a coherent curriculum for students. The DRK-12 Program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

任何数学课程的一个重要方面是它的连贯性，或跨课程的数学联系。这种连贯性将课程和活动联系起来，使数学思想，表达，实践，技能和思维方式相互建立，以帮助学生构建数学意义并提高他们的学习。当教师主要依靠出版的课程材料时，课程的连贯性主要是由课程作者提供的。然而，今天的许多教师不再有一本基础教科书或一套资源。此外，教师可以通过互联网和社交媒体前所未有地访问许多不同课程开发人员（包括其他教师）制作的课程和活动。因此，建立课程连贯性的重要任务成为课堂教师的责任。然而，很少有人知道教师如何看待课程的连贯性，或者他们对课程和活动的决定如何反映他们希望学生在课堂上学习的连贯的数学故事。本研究将探讨影响课程连贯性的因素，以及3-5年级的教师在决定数学课程时如何应对这些因素。在该项目的第一阶段，将对300名3-5年级教师进行全国调查，并将继续在四个州的四个不同地区的每个地区进行由四名案例研究教师组成的小组。 案例研究参与者将与项目研究人员合作，共同开发一套支持课程连贯性的工具。该项目的结构和案例研究参与者的选择将促进跨机构、跨地理和课程背景的工具的协作共同开发，支持在广泛的背景下使用这些工具。本研究的结果将有助于更广泛的影响，通过发展的课程连贯性，是强大的跨一系列的课程，政策和地区/学校的情况下，支持学生在不同的数学课堂参与的影响。调查结果和与教师共同开发的一致性工具包将通过会议介绍（包括面向教师的会议）、期刊出版物以及向其他研究人员提供调查数据等方式广泛传播。本研究的目的是探讨1）在一系列课程背景下，3-5年级教师课程资源的使用模式，2）教师对课程连贯性的决策，以及3）如何与教师共同开发的课程工具包可能支持教师做出与课程连贯性相关的决策。考虑到各州和地区之间以及各州和地区内部在影响课程使用的背景因素方面的潜在差异，将对教师的背景、可用资源和课程决策进行调查。调查数据将主要采用描述性分析进行分析。调查后，深入的案例研究教师课程资源的使用情况不同的沿着两个方面（自主选择课程资源和课程的影响，包括可用资源的数量的复杂性）将开发。案例研究数据，包括访谈，视频记录的共同设计小组，和课程使用文物，将使用话语分析，主题分析和文件分析的方法进行分析，并在案件内和案件之间进行合成。通过选择案件沿着这些方面，一套工具将共同开发，以支持教师，因为他们浏览不同的课程背景，制定一个连贯的课程，为学生。DRK-12计划旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。该计划中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验证明的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。