A decade of middle school mathematics curriculum implementation : lessons learned from the show-me project

著者

    • Meyer, Margaret Renee
    • Langrall, Cynthia W.

書誌事項

A decade of middle school mathematics curriculum implementation : lessons learned from the show-me project

edited by Margaret R. Meyer, Cynthia W. Langrall ; with associate editors Fran Arbaugh, David C. Webb, Murrel Brewer Hoover

（Research in mathematics education）

IAP, Information Age Pub., c2008

  • : hbk.
  • : pbk

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注記

Includes bibliographical references (p. 291-298)

内容説明・目次

巻冊次

: pbk ISBN 9781607520122

内容説明

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi The purpose of this book is to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers' personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

目次

  • Preface.
  • PART I: SETTING THE STAGE. The Road to Reform, Robert Reys. The Genesis of the NSF Curriculum Implementation Centers, John S. (Spud) Bradley. The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation, Barbara Reys.
  • PART II: ADOPTION CASE STUDIES AND IMPLEMENTATION STORIES. Teacher Investment in Curriculum Adoption: The Role of Piloting Materials, Cary Tuckey. Consensus Building: A Key Component of Curriculum Adoption, Cheryl Rectanus. The Critical Work of a Review Committee in Curriculum Adoption, Leslie E. J. Nielsen. Informing a State Adoption Process Through Curriculum Implementation, Murrel Brewer Hoover. Curriculum Implementation Through Teacher Collaboration, Chip Sharp. Curriculum Implementation: Teachers on a Journey, Carol Den Otter. The Role of Teacher Leaders in Curriculum Implementation, Emily R. Fagan and Rhonda K. Weinstein. Supporting Curriculum Implementation Through Its Ups and Downs, Linda A. Tetley. When Things Go Wrong in Curriculum Implementation, Jane O. Swafford and Cynthia W. Langrall. Issues of Implementation: Making Mathematics Accessible to All Learners, Jennifer M. Bay-Williams and Rebecca McGraw.
  • PART III: PROFESSIONAL DEVELOPMENT AND TEACHER EDUCATION. An Overview of Professional Development, Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh. Key Features of Connected Mathematics for Professional Development, Elizabeth Phillips and Glenda Lappan. Key Features of Mathematics in Context for Professional Development, David C. Webb. Key Features of MathScape for Professional Development, Fred Gross and Emily R. Fagan. Key Features of Middle Grades Maththematics for Professional Development, Rick Billstein and Jim Williamson. Teachers' Needs at Different Phases of Curriculum Implementation, Fran Arbaugh. Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation, Margaret R. Meyer and Fran Arbaugh. A Story of Teacher Growth: Increasing Expectations, Jane Peterson Porath. A Story of Teacher Growth: Teacher as Learner, Barbara Diliegghio. A Story of Teacher Growth: Making a Difference, Kelly Watts. A Story of Teacher Growth: From Telling to Facilitating, Fabienne Anderson. Research Mathematician and Mathematics Educator: A Foot in Both Worlds, Ira J. Papick. Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation, Jeffrey Frykholm. NSF-funded Mathematics Curricula in the Field: A Preservice Teacher's Opportunity to See Theory in Practice, Ann Bledsoe.
  • PART IV: WHAT HAVE WE LEARNED AND WHERE DO WE GO FROM HERE? Lessons Learned from the Show-Me Project, Barbara Reys. Looking into the Future: Curriculum Challenges for the Next Ten Years, Margaret R. Meyer and Cynthia W. Langrall. References.
巻冊次

: hbk. ISBN 9781607520139

内容説明

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi The purpose of this book is to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers' personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

目次

  • Preface.
  • PART I: SETTING THE STAGE. The Road to Reform, Robert Reys. The Genesis of the NSF Curriculum Implementation Centers, John S. (Spud) Bradley. The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation, Barbara Reys.
  • PART II: ADOPTION CASE STUDIES AND IMPLEMENTATION STORIES. Teacher Investment in Curriculum Adoption: The Role of Piloting Materials, Cary Tuckey. Consensus Building: A Key Component of Curriculum Adoption, Cheryl Rectanus. The Critical Work of a Review Committee in Curriculum Adoption, Leslie E. J. Nielsen. Informing a State Adoption Process Through Curriculum Implementation, Murrel Brewer Hoover. Curriculum Implementation Through Teacher Collaboration, Chip Sharp. Curriculum Implementation: Teachers on a Journey, Carol Den Otter. The Role of Teacher Leaders in Curriculum Implementation, Emily R. Fagan and Rhonda K. Weinstein. Supporting Curriculum Implementation Through Its Ups and Downs, Linda A. Tetley. When Things Go Wrong in Curriculum Implementation, Jane O. Swafford and Cynthia W. Langrall. Issues of Implementation: Making Mathematics Accessible to All Learners, Jennifer M. Bay-Williams and Rebecca McGraw.
  • PART III: PROFESSIONAL DEVELOPMENT AND TEACHER EDUCATION. An Overview of Professional Development, Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh. Key Features of Connected Mathematics for Professional Development, Elizabeth Phillips and Glenda Lappan. Key Features of Mathematics in Context for Professional Development, David C. Webb. Key Features of MathScape for Professional Development, Fred Gross and Emily R. Fagan. Key Features of Middle Grades Mathematics for Professional Development, Rick Billstein and Jim Williamson. Teachers' Needs at Different Phases of Curriculum Implementation, Fran Arbaugh. Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation, Margaret R. Meyer and Fran Arbaugh. A Story of Teacher Growth: Increasing Expectations, Jane Peterson Porath. A Story of Teacher Growth: Teacher as Learner, Barbara Diliegghio. A Story of Teacher Growth: Making a Difference, Kelly Watts. A Story of Teacher Growth: From Telling to Facilitating, Fabienne Anderson. Research Mathematician and Mathematics Educator: A Foot in Both Worlds, Ira J. Papick. Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation, Jeffrey Frykholm. NSF-funded Mathematics Curricula in the Field: A Preservice Teacher's Opportunity to See Theory in Practice, Ann Bledsoe.
  • PART IV: WHAT HAVE WE LEARNED AND WHERE DO WE GO FROM HERE? Lessons Learned from the Show-Me Project, Barbara Reys. Looking into the Future: Curriculum Challenges for the Next Ten Years, Margaret R. Meyer and Cynthia W. Langrall. References.

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