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首页> 外文期刊>Journal of Mathematics Teacher Education >Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks
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Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks

机译：建立教师实现课程连贯性的能力：数学老师的专业发展任务

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摘要

Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher “capacity building” that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the implementation in a large-scale project based at Michigan State University. We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers’ capacity to teach to these goals and note how the teachers’ perceptions of the structure and sequencing of mathematics itself affect the ways they organize mathematics in their teaching and the ways they teach.
机译：在美国，改善数学教育有多种形式。我们的工作集中在两个方面：教师的内容知识和清晰明确的连贯课程。我们的目标是教师“能力建设”，这使教师能够教给连贯而重要的数学课程目标，并描述密歇根州立大学一项大型项目的实施情况。我们重点介绍旨在提高教师为实现这些目标而进行教学的能力的数学教师学习任务的设计，结构和使用，并注意教师对数学结构和顺序本身的看法如何影响他们在教学中组织数学的方式以及他们的教学方式。

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