Urban Middle Grades Mathematics Curriculum Implementation
Resource(s)
Mathematics
Unpacking Core Teaching Practices in Elementary Mathematics to Support Teacher Learning and Assessment (Boerst, Moss, Blunk)
In this session, participants explore analytical language developed to “unpack” core practices in mathematics teaching (e.g., leading discussion) when guiding teacher learning and supporting assessment across contexts.
Year
2009
Resource(s)
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)
Year
2009
Short Description
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)
Year
2009
Short Description
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Year
2011
Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Year
2011
Thinking with Data: A Cross-Curricular Approach to Data Literacy (Cook, Vahey)
Year
2009
Short Description
Thinking with Data (TWD) is an Instructional Materials Design (IMD) project which developed and tested a cross-curricular unit designed to cultivate middle school students’ deep understanding of data literacy. The TWD unit consists of four, 2-week replacement modules for interdisciplinary implementation in 7th grade Social Studies, Mathematics, Science, and English Language Arts. The modules address issues of data representation, proportional reasoning, and data-based argumentation using real data in discipline-specific, problem-solving contexts aligned with relevant subject area standards.
Resource(s)
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instructional Practices in Middle-Grades Mathematics (Jackson, Cobb, McGraner)
Year
2009
Short Description
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Resource(s)
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instructional Practices in Middle-Grades Mathematics (Jackson, Cobb, McGraner)
Year
2009
Short Description
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Resource(s)
The District Pacing Guide: A Mediator in Enacting Connected Mathematics in an Urban District
Year
2010
Short Description
Poster presented at the DRK-12 Principal Investigators Meeting in Washington, DC.