Cognition Research in Practice: Engineering and Evaluating a Middle School Math Curriculum

Autor/inn/en	Davenport, Jodi L.; Kao, Yvonne S.; Matlen, Bryan J.; Schneider, Steven A.
Titel	Cognition Research in Practice: Engineering and Evaluating a Middle School Math Curriculum
Quelle	In: Journal of Experimental Education, 88 (2020) 4, S.516-535 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1619067
Schlagwörter	Middle School Students; Mathematics Curriculum; Mathematics Instruction; Curriculum Evaluation; Outcomes of Education; Educational Change; Curriculum Development; Educational Principles; Teaching Methods; Instructional Design; Comparative Analysis; Units of Study; Formative Evaluation; Educational Quality; Grade 7; Faculty Development; Mathematics Teachers; Recordkeeping; Mathematics Achievement; Achievement Gains + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lernleistung; Schulerfolg; Bildungsreform; Development; Curriculumentwicklung; Entwicklung; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerneinheit; Quality of education; Bildungsqualität; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Leistungsnachweis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	How can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01