Curriculum

Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments.

Author/Presenter: 
Sheila A. Homburger
Dina Drits-Esser
Molly Malone
Louisa A. Stark
Lead Organization(s): 
Year: 
2021
Short Description: 

Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.

LEAP: Learning through an Early Algebra Progression

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press.

Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (2020). LEAP: Learning through an early algebra progression. Didax: Rowley, MA.

Author/Presenter: 
Maria Blanton
Angela Murphy Gardiner
Ana Stephens
Eric Knuth
Lead Organization(s): 
Year: 
2020
Short Description: 

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

Author/Presenter: 
Christian T. Doabler
Ben Clarke
Derek Kosty
Jessica E. Turtura
Allison R. Firestone
Keith Smolkowski
Kathleen Jungjohann
Tasia L. Brafford
Nancy J. Nelson
Marah Sutherland
Hank Fien
Steven A. Maddox
Lead Organization(s): 
Year: 
2019
Short Description: 

This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK–12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first- and second-grade students with MD.

Author/Presenter: 
Christian T. Doabler
Ben Clarke
Allison R. Firestone
Jessica E. Turtura
Kathy J. Jungjohann
Tasia L. Brafford
Marah Sutherland
Nancy J. Nelson
Hank Fien
Lead Organization(s): 
Year: 
2019
Short Description: 

The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher educators.

Author/Presenter: 
Daniel Chazan
Patricio Herbst
Dana Grosser-Clarkson
Elizabeth Fleming
Janet Walkoe
Emina Alibegović
Year: 
2018
Short Description: 

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction.

Author/Presenter: 
Maria Blanton
Rena Stroud
Ana Stephens
Angela Murphy Gardiner
Despina A. Stylianou
Eric Knuth
Isil Isler-Baykal
Susanne Strachota
Lead Organization(s): 
Year: 
2019
Short Description: 

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

Investigating Immigration to the U.S.: Module Overview and Sample Lessons

The Investigating Immigration to the U.S. module focuses on describing, comparing, and making sense of categorical variables. Students investigate questions such as: Are there more immigrants in the U.S. today than in previous years? Where have immigrants to the U.S. come from, now and in the past? Are immigrants as likely as the U.S. born to be participating in the labor force, after adjusting for education?

Author/Presenter: 
SDLC Project Team
Year: 
2020
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives, 2) the teacher guide for Lesson 5, titled Where have most immigrants been coming from?, and 3) the team data investigation for the module Investigating Immigration to the U.S.

Investigating Income Inequality in the U.S.: Module Overview and Sample Lessons

The Investigating Income Inequality in the U.S. module focuses on describing, comparing, and making sense of quantitative variables. Students deepen their understanding of this content by investigating questions such as: How have incomes for higher- and lower-income individuals in the U.S. changed over time? How much income inequality exists between males and females in the U.S.? Does education explain the wage gap between males and females?

Author/Presenter: 
SDLC Project Team
Year: 
2019
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives, 2) the teacher guide for Lesson 6, titled How much income inequality exists between males and females in the U.S.?, and 3) the team data investigation for the module Investigating Income Inequality in the U.S.

Restoring Mathematics Identities of Black Learners: A Curricular Approach

Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children’s mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

Author/Presenter: 
Maisie L. Gholson
Darrius D. Robinson
Lead Organization(s): 
Year: 
2019
Short Description: 

This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

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