Jeffrey Choppin

People

Professional Title: 
Associate Professor of Mathematics Education
Organization/Institution: 
About Me (Bio): 
Jeffrey Choppin’s research focuses on how teachers perceive and use curriculum materials: he is interested in how messages and structure in curriculum materials are perceived by teachers and how those messages and structure influence the enacted curriculum. His research has expanded to the consideration of digital curriculum materials, focusing on trends and forces related to the development and uptake of digital curriculum resources. His current project, the NSF-funded DRK-12 grant Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era (ERGO), focuses on teachers’ perceptions and uses of curriculum materials in the context of enacting the Common Core State Standards for Mathematics. Previously, he focused on what teachers learn from using innovative curriculum materials, particularly knowledge of how instructional sequences can be used to elicit and refine student reasoning. Jeffrey Choppin directs the mathematics education program at the Warner Graduate School of Education at the University of Rochester. His methods courses challenge students’ conceptions of mathematics and the teaching of mathematics while exploring the influence of societal and systemic factors on students’ opportunities to learn mathematics.
University of Rochester (U of R)
06/01/2008

The ACCLIME project investigates teachers' uses and adaptations of CMP, an NSF-funded middle school curriculum. The study seeks to better articulate: (1) the ways that teachers adapt CMP over time and how they develop professionally as a result of using the curriculum materials; (2) the connection between district policy, resource development, and teachers' curriculum processes; and (3) the dynamic nature of districts' long-term curriculum implementations.

University of Rochester (U of R), Western Michigan University (WMU), Michigan State University (MSU), Washington State University Tri-Cities
08/15/2012

This project is developing principles for supporting middle school mathematics teachers' capacity to use curriculum resources to design instruction that addresses the Common Core State Standards for Mathematics. These principles are intended for: (1) curriculum developers; (2) professional development designers, to help teachers better utilize curriculum materials with respect to the CCSSM; and (3) teachers, so that they can use curriculum resources to design instruction that addresses the CCSSM.

University of Rochester (U of R)
07/15/2007

This Discovery Research K-12 Conference project brought together 30 key scholars and practitioners in the areas of discourse and equity to synthesize and disseminate research findings concerning the implementation of culturally relevant teaching approaches that promote equitable discourse practices in mathematics classroom. The conference convened in Rochester, NY, in June 2008. Conference outcomes include publications that synthesize and disseminate best practices in relation to equitable discourses and a research agenda that further supports teachers' efforts.

University of Rochester (U of R)
09/01/2016

This project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices.