Curriculum Focal Points: A Framework for Pre-K-8 Teachers' Professional Development

Autor/inn/en	Cozza, Barbara; Foley, Mary; Laboranti, Carol
Titel	Curriculum Focal Points: A Framework for Pre-K-8 Teachers' Professional Development
Quelle	6 (2009) 10, S.76-84 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Classrooms; Grade 6; Grade 4; Mathematics Teachers; Professional Development; Mathematics Instruction; Models; Elementary Education; Elementary School Teachers; Curriculum; Geometry; Algebra; Preschool Education; Mathematics Education; Geometric Concepts; Plane Geometry; Pennsylvania; United States + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; School year 06; 6. Schuljahr; Schuljahr 06; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Analogiemodell; Elementarunterricht; Elementary school; Grundschule; Volksschule; Curricula; Lehrplan; Rahmenplan; Geometrie; Pre-school education; Vorschulerziehung; Mathematische Bildung; Elementare Geometrie; Planimetrie; USA
Abstract	Trends in International Mathematics and Science Study raised the concern that the United States (US) mathematics teachers place less emphasis on topics and teach a variety of content strands (Goldsmith, Mark & Kantrov, 2000; Kerachsky, 2008). The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery (Cogan & Schmidt, 1999; National Center for Education Statistics, 1997). To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics: a quest for coherence (National Council of Teachers of Mathematics, 2006) provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors' intentions were to circulate "best practices" and encourage international connections and discussion when using Curriculum Focal Points (CFP) in global classrooms. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10