By Janine Remillard
This booklet compiles and synthesizes latest examine on lecturers’ use of arithmetic curriculum fabrics and the influence of curriculum fabrics on instructing and lecturers, with a selected emphasis on – yet no longer constrained to – these fabrics built within the Nineteen Nineties in accordance with the NCTM’s ideas and criteria for college arithmetic. regardless of the significant quantity of curriculum improvement task over the past 15 years and starting to be scholarly curiosity of their use, the booklet represents the 1st compilation of study on academics and arithmetic curriculum fabrics and the 1st quantity with this concentration in any content material sector in different a long time.
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Extra info for Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction
This goes beyond their ability to teach something to focus on their motivations for teaching it. Researchers have documented what happens when curriculum reforms fail to accommodate – or in some cases challenge – teachers’ own goals and beliefs. For instance, Spillane (1999) and Wilson (1990) document how teachers’ beliefs about the nature of learning and student capabilities can impede their adoption of new instructional approaches. Similarly, Cohen (1988a, 1988b) observes how conflicting goals – both individual and social – can result in significant barriers to the implementation of instructional reforms.
The role of reform curricular materials in an internship: The case of Alice and Gregory. Journal of Mathematics Teacher Education, 5(3), 265–288. Wilson, S. , & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. 173–210). Washington, DC: American Educational Research Association. II Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials 2 The Teacher–Tool Relationship Theorizing the Design and Use of Curriculum Materials Matthew W.
Doing so would require identifying criteria for judging it, such as degree of purposefulness, effectiveness in achieving desired outcomes, and degree of alignment with overarching goals. Despite the subjective nature of this enterprise, it is theoretically possible to measure the quality of teachers’ designs. Further research is needed to sort out the key dimensions of PDC and find precise ways to measure these and foster their development in teachers.
Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction by Janine Remillard