Classroom Implementation Indicators for K-12 Common Core State Standards in Mathematics (CCSSM)

K-12 数学共同核心国家标准 (CCSSM) 的课堂实施指标

• 批准号: 1445583
• 负责人: William Schmidt
• 金额: $ 29.71万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1445583&HistoricalAwards=false
• 关键词: Classroom; Implementation; Indicators; 12; Common

This project focuses on indicators outlined in the National Research Council report Monitoring Progress Toward Successful K-12 STEM Education: Indicator 4, regarding instructional materials that embody the Common Core State Standards for Mathematics (CCSSM), and Indicator 5, classroom coverage of content and practices as specified in the CCSSM. This project seeks to clarify these ideas and develop mechanisms to measure both the alignment of instructional materials and classroom instruction with key elements of the CCSSM. The project will accomplish its work through three types of activities: 1) meetings convened with STEM educators to work towards developing a consensus around the identification of appropriate concepts and their operational definitions; 2) a thorough review, evaluation, and synthesis of the current evidence base for such indicators; and 3) the drafting of specific recommendations towards the implementation of the measurement of such indicators. This project builds on and extends the knowledge and expertise gained from previous NSF-funded projects including the Survey of Mathematics and Science Opportunities (SMSO) that resulted in the indicators and instrumentation used in the 1995 Third International Mathematics and Science Study (TIMSS) and the Promoting Rigorous Outcomes in Mathematics/Science Education (PROMSE) MSP.Recent work has highlighted ambiguity in teachers' understandings of the CCSSM mathematics practices along with some differences in interpretation among mathematics educators. Effort is needed to secure greater consensus on these fundamental definitions before reasonable operational definitions for any indicator may be developed. The discourse methodology developed in the SMSO work in which informed experts wrestle together with appropriate data to develop consensus will be employed in multiple meetings with appropriate mathematics educators to make progress towards these important fundamental and operational definitions. Similar meetings to review and evaluate the current database on instructional materials (textbooks) and teachers' classroom practices will be held in order to move towards a synthesis of the data and a consensus around which indicators may be developed. Finally, based on these two efforts, experts in indicator measurement and development will be brought together with mathematics educators to draft recommendations towards the creation and feasible measurement of such indicators.

该项目重点关注国家研究委员会报告《监测 K-12 STEM 教育成功进展》中概述的指标：指标 4，关于体现共同核心数学国家标准 (CCSSM) 的教学材料；指标 5，内容和内容的课堂覆盖率。 CCSSM 中指定的做法。该项目旨在澄清这些想法并开发机制来衡量教学材料和课堂教学与 CCSSM 关键要素的一致性。该项目将通过三类活动来完成其工作：1）与 STEM 教育工作者召开会议，努力围绕确定适当的概念及其操作定义达成共识； 2) 对此类指标的现有证据基础进行彻底审查、评估和综合； 3) 起草实施这些指标测量的具体建议。该项目建立在并扩展了以前 NSF 资助的项目中获得的知识和专业知识，包括数学和科学机会调查 (SMSO)，该调查产生了 1995 年第三次国际数学和科学研究 (TIMSS) 中使用的指标和仪器以及促进数学/科学教育的严格成果 (PROMSE) MSP。最近的工作强调了教师对 CCSSM 数学理解的模糊性实践以及数学教育者之间的一些解释差异。在为任何指标制定合理的操作定义之前，需要努力就这些基本定义达成更大的共识。 SMSO 工作中开发的讨论方法，其中知情专家与适当的数据一起努力达成共识，将在与适当的数学教育者的多次会议中采用，以在这些重要的基础和操作定义方面取得进展。将举行类似的会议来审查和评估当前的教学材料（教科书）和教师课堂实践数据库，以便综合数据并就制定指标达成共识。最后，基于这两项努力，指标测量和开发方面的专家将与数学教育工作者聚集在一起，起草有关此类指标的创建和可行测量的建议。