Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Miriam Gamoran Sherin; Corey Drake

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Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

机译：课程策略框架：调查教师使用基于改革的基础数学课程的模式

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The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary-school teachers who were using a reform-based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.

机译：本文的目的是介绍课程策略框架，以表征教师与课程材料之间的互动。该框架专注于三个关键的解释性活动：阅读，评估和改编课程材料。描述个别教师的课程策略涉及在教学之前，期间和之后确定教师参与这些活动的方式。本文介绍了一项研究结果，其中该框架用于确定10位初次使用基于改革的数学课程的小学教师的课程策略中的模式。最后总结了使用课程策略框架进行进一步研究的方向，以及这项工作对课程设计者的意义。

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来源
《Journal of Curriculum Studies》 |2009年第4期|467-500|共34页
作者
Miriam Gamoran Sherin; Corey Drake;
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作者单位

School of Education and Social Policy, Northwestern University, Evanston, IL, USA;

Department of Curriculum and Instruction, Iowa State University, Ames, IA, USA;

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正文语种 eng
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关键词
curriculum adaptation; mathematics curriculum; mathematics education; teaching practices;

机译：课程适应;数学课程;数学教育;教学实践;
入库时间 2022-08-17 23:17:32

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Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

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