Approaches to studying the enacted mathematics curriculum

Approaches to studying the enacted mathematics curriculum / edited by Daniel J. Heck [and others].

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Bibliographic Details
Other Authors: Heck, Daniel J.
Format: eBook
Language:English
Published: Charlotte, N.C. : Information Age Publishing, 2012.
Series:Research in Mathematics Education.
Subjects:
Mathematics > Study and teaching > Curricula.
Education > Curricula > Study and teaching.
MATHEMATICS > Study & Teaching.
Education > Curricula > Study and teaching
Mathematics > Study and teaching > Curricula
Online Access:Click for online access
Table of Contents:
  • Front Cover
  • Approaches to Studying the Enacted Mathematics Curriculum
  • A Volume in
  • Research in Mathematics Education
  • Series Editor: Barbara J. Dougherty, University of Missouri
  • CONTENTS
  • CHAPTER 1
  • Introduction
  • Kathryn B. Chval, Linda Dager Wilson, Steven W. Ziebarth, Daniel J. Heck, and Iris R. Weiss
  • Importance of Understanding Enactment of Mathematics Curriculum Materials
  • History
  • Conceptualizations of the Enacted Curriculum in Mathematics Education
  • Brief Sketches
  • Note
  • References
  • Table 2.1. Selected Instruments Used in UCSMP Evaluation Studies to Document the Enacted CurriculumCHAPTER 2
  • Instruments Used By The University Of Chicago School Mathematics Project To Study The Enacted Curriculum
  • Denisse R. Thompson and Sharon L. Senk
  • Context for Instrument Development and Application
  • Development and Description of Instruments
  • Documenting Content Coverage and Opportunities for Practice
  • How we use the Data
  • Importance of the Chapter Evaluation Form
  • Documenting Instructional Practice
  • Chapter Evaluation Form
  • Teacher End-of-Year QuestionnairesTeacher Interviews
  • Student Information Form
  • Importance of the Instruments Documenting Instructional Practices
  • Documenting the Intersection of the Taught and Assessed Curriculum
  • How we use These Data
  • Importance of the Opportunity-to-Learn Form
  • Issues in Using UCSMP Instruments and Plans for Further Research
  • Notes
  • References
  • Table 2.2. Characteristics of Teachers and Schools Using the Field Trial Edition of the Third Edition UCSMP Geometry
  • Figure 2. 1. Portion of Chapter Evaluation Form.
  • Figure 2. 2. Boxplots of percent of lessons taught by 12 UCSMP Geometry teachers.Figure 2. 3. Variation in lesson coverage in UCSMP Geometry by 12 teachers (gray indicates the lesson was taught).
  • Figure 2. 5. Chapter Evaluation Form questions related to instructional practice asked for every chapter.
  • Figure 2. 4. Percent of exercises assigned by UCSMP Geometry teachers by question category (based only on lessons taught).
  • Table 2.3. Questions About Reading and Writing and Codes for Responses
  • ""Table 2.4. Values of Indices for Reading and Writing in Mathematics for Teachers Using UCSMP Geometry""""Figure 2. 7. Selected questions about frequency of use of instructional practices from the End-of-Year Teacher Questionnaire.""; ""Figure 2. 6. Selected questions about instructional objectives from the End-of- Year Teacher Questionnaire.""; ""Figure 2. 8. Opportunity-to-Learn responses from 12 UCSMP Geometry teachers (A â€? L) on two multiple-choice posttests (gray indicates the teacher responded YES).""; ""Figure 3. 1. Innovation configuration maps and components.""; ""CHAPTER 3""

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