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首页> 外文期刊>School Science and Mathematics >From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn
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From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn

机译：从书面课程到现行课程：中学数学老师在塑造学生学习机会中的中介作用

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In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation (NSF-funded) and 22 using textbooks developed by commercial publishers (publisher-generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an NSF-funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill-building and "practice" worksheets. Implications for documenting teachers' "fidelity of implementation " (National Research Council, 2004) are offered.
机译：本文报道了六个州的39名中学数学教师使用教科书的程度，其中17种使用了由国家科学基金会（NSF资助）开发的教科书系列，22种使用了商业出版商（出版商生成的）教科书）。结果表明，两组教师都非常重视数字和操作，通常以其他内容为代价。教科书中主题的位置代表了对数学被教授或省略的过于简单的解释。大多数由NSF资助的课程的老师都针对不同（较低）年级的学生讲授内容，并且两组老师都补充了技能培养和“练习”工作表。提供了记录教师“执行忠诚度”的含义（国家研究委员会，2004年）。

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