Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era

该项目正在制定原则，以支持中学数学教师利用课程资源设计符合共同核心国家标准(CCSSM)的教学。这些原则旨在：(1)课程开发者帮助设计课程材料；(2)专业发展设计师和当地教学领导，帮助教师理解和更好地利用与CCSSM有关的课程材料；(3)教师，以便他们能够利用课程资源设计针对CCSSM的教学。本研究涉及以下研究问题：1.教材的哪些设计特征支持有效的教学设计？2.什么教师和地区特征支持有效的教学设计？3.教师如何使用材料来设计针对新的CCSSM的教学？4.什么设计实践导致了针对CCSSM的进步和实践的教学？将选择6-8年级的教师及其教学负责人作为样本，最多72名教师。教师样本在人口、地理和课程背景方面特意多样化。这些课程包括NSF资助的项目以及商业开发的项目。将研究教师在完全数字化的环境以及更传统的媒体中理解和获取课程资源的方式。合作机构包括罗切斯特大学、密歇根州立大学、西密歇根大学和华盛顿州立大学三城。数据收集包括调查、对教师教学数学知识的评估、对教师使用和制定课程材料的观察、对学生文本和相关教师资源材料的分析，以及教师日志。这些数据被用来检验以下猜想：(1)如何更好地设计课程材料，特别是教师资源，以帮助教师有效地设计教学，特别是在将数学实践纳入CCSSM方面；以及(2)如何更好地支持教师理解和使用课程资源。项目评估包括形成性和总结性部分，提供信息和协助，以确保项目实现其所述目标并采用严格的方法。正在使用多种方法收集评价数据，包括观察、访谈和文件审查。交付成果的目标受众是能够影响大量教师和学生的受众，如课程开发人员、专业发展设计师和研究人员。可交付成果包括：(1)旨在使课程资源更透明和更容易获得的课程制定者指导方针；(2)教学领导支持教师使用课程材料设计教学的指导方针，以满足CCSSM的严格特点，以及(3)研究教师课程实践的改进工具。

This project is developing principles for supporting middle school mathematics teachers' capacity to use curriculum resources to design instruction that addresses the Common Core State Standards for Mathematics (CCSSM). These principles are intended for: (1) curriculum developers to help in the design of curriculum materials; (2) professional development designers and local instructional leaders, to help teachers understand and better utilize curriculum materials with respect to the CCSSM; and (3) teachers, so that they can use curriculum resources to design instruction that addresses the CCSSM. The study addresses the following research questions:1. What design features of materials support effective instructional design?2. What teacher and district characteristics support effective instructional design?3. How do teachers use materials to design instruction that addresses the new CCSSM?4. What design practices lead to instruction that addresses the progressions and practices in the CCSSM?A sample of teachers across grades 6 - 8 and their instructional leaders will be selected, up to a maximum of 72 teachers. The sample of teachers is purposefully diverse in terms of demographic, geographic, and curriculum contexts. The curricula include NSF-funded programs as well as commercially-developed programs. The ways teachers understand and access curriculum resources in fully digital environments as well as more conventional media will be studied. Partnering institutions include the University of Rochester, Michigan State University, Western Michigan University, and Washington State University Tri-Cities. The data collection includes surveys, assessments of teachers' mathematical knowledge for teaching, observations of teachers' use and enactment of curriculum materials, analyses of student text and associated teacher resource materials, and teacher logs. These data are used to test conjectures about: (1) how curriculum materials, particularly the teacher resources, can be better designed to help teachers productively design instruction, especially with regard to incorporating the mathematical practices in the CCSSM; and (2) how teachers can be better supported to understand and use curriculum resources. The project evaluation includes formative and summative components, providing information and assistance to ensure that the project addresses its stated goals and employs rigorous methodology. Multiple methods are being used to collect evaluation data, including observations, interviews, and document review. The deliverables are aimed at audiences who can impact large numbers of teachers and students, such as curriculum developers, designers of professional development, and researchers. The deliverables include: (1) guidelines for curriculum developers that are intended to make curriculum resources more transparent and accessible; (2) guidelines for instructional leaders to support teachers to use curriculum materials to design instruction that addresses the rigorous features of the CCSSM, and (3) refined instruments for studying teachers' curricular practices.