作者: 泥沼 時間: 2025-3-21 23:43
Examining the Pedagogical Approaches in Five Curriculum Programscher, sources of knowledge, and cognitive demand of tasks. We also consider ways that these features bolster or moderate one another. Using a dialogic-to-direct instruction continuum?characterized by Munter and colleagues, we highlight several key differences of the pedagogical approaches across the作者: indignant 時間: 2025-3-22 03:31
Authors Retrospective Reflections on Designing Opportunities for Student Learningprocess of curriculum development and the evolving nature of curriculum, along with challenges the curriculum authors faced. In doing so, we seek to juxtapose our analysis of the designed curriculum materials with the authors’ intentions.作者: Eviction 時間: 2025-3-22 06:03
Beyond the Script: How Curriculum Authors Communicate with Teachers as Curriculum Enactorscombine directive and educative communication much more extensively than others. When looking across findings from previous chapters, we found alignment between mathematical emphasis, pedagogical approach, and approach to communicating with the teacher in the lesson guide. The findings in this chapt作者: gustation 時間: 2025-3-22 08:55
Examining Communication About Mathematics in Elementary Curriculum Materials mathematics to teachers: (1) descriptions of procedures and steps, (2) explanations of strategies, (3) explanations of concepts, definitions, and conventions, (4) explanations of representations, and (5) explanations of connections, relationships, and applications. Based on the findings of the stud作者: Oratory 時間: 2025-3-22 15:35
How Curriculum Materials Support Teachers’ Noticing of Student Thinkingd. The final program used a combination of the two approaches. As teachers do not tend to use PNCMT without focused education and support, we hypothesize that curriculum programs that provide models for PNCMT are more likely to support teachers in learning to attend to student thinking. Our findings作者: Oratory 時間: 2025-3-22 20:44 作者: meretricious 時間: 2025-3-22 21:24 作者: 啪心兒跳動 時間: 2025-3-23 05:10
R. Vander Griend,C. Sollaci,G. Millercher, sources of knowledge, and cognitive demand of tasks. We also consider ways that these features bolster or moderate one another. Using a dialogic-to-direct instruction continuum?characterized by Munter and colleagues, we highlight several key differences of the pedagogical approaches across the作者: faddish 時間: 2025-3-23 07:18
Limb Salvage of the Diabetic Footprocess of curriculum development and the evolving nature of curriculum, along with challenges the curriculum authors faced. In doing so, we seek to juxtapose our analysis of the designed curriculum materials with the authors’ intentions.作者: onlooker 時間: 2025-3-23 11:38
https://doi.org/10.1007/978-1-4613-4407-0combine directive and educative communication much more extensively than others. When looking across findings from previous chapters, we found alignment between mathematical emphasis, pedagogical approach, and approach to communicating with the teacher in the lesson guide. The findings in this chapt作者: 使虛弱 時間: 2025-3-23 17:30 作者: Urologist 時間: 2025-3-23 20:47 作者: 做作 時間: 2025-3-24 00:24
https://doi.org/10.1007/978-3-319-73851-2nd how the curriculum developed across time, most often making explicit connections across lessons and units. The depth of these connections, however, varied considerably, and authors rarely went so far as to explain how teachers might leverage these connections during instruction. Through analysis 作者: 使成波狀 時間: 2025-3-24 04:00 作者: disrupt 時間: 2025-3-24 07:30
2570-4729 explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to ex978-3-030-38590-3978-3-030-38588-0Series ISSN 2570-4729 Series E-ISSN 2570-4737 作者: Headstrong 時間: 2025-3-24 11:19
https://doi.org/10.1007/978-3-030-38588-0Curriculum; Curriculum analysis; Elementary; Mathematics; Teachers; Curriculum use; Teaching guides; Design作者: Constant 時間: 2025-3-24 18:17
978-3-030-38590-3Springer Nature Switzerland AG 2020作者: 兇猛 時間: 2025-3-24 22:33
Elementary Mathematics Curriculum Materials978-3-030-38588-0Series ISSN 2570-4729 Series E-ISSN 2570-4737 作者: 發(fā)源 時間: 2025-3-25 00:51 作者: 友好關系 時間: 2025-3-25 03:52 作者: 不可侵犯 時間: 2025-3-25 11:22
Metin Kucukkaya,Ozgur KarakoyunUBiT) project. After providing a brief historical overview of the evolution of mathematics curriculum materials in the USA, beginning in 1990, we detail the framework guiding our analysis of five elementary mathematics programs, along with a set of assumptions that undergird our approach. We then lo作者: 高爾夫 時間: 2025-3-25 14:46 作者: STEER 時間: 2025-3-25 17:40
R. Vander Griend,C. Sollaci,G. MillerV), . (MIF), . (MTB), and Scott Foresman–Addison Wesley . (SFAW). See Chap. . for more details about the programs.). Specifically, we consider explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical idea作者: 羅盤 時間: 2025-3-25 20:12
Limb Salvage of the Diabetic Footof them: mathematical emphasis, pedagogical approaches, and how authors communicate with teachers. In this chapter, we offer perspectives on these design features from the vantage point of three teams of curriculum authors. Drawing on extensive conversations with the author teams, we describe their 作者: 鳥籠 時間: 2025-3-26 02:45 作者: thrombosis 時間: 2025-3-26 07:31 作者: esthetician 時間: 2025-3-26 10:42
Liminality and Critical Event Studiesond differentially to students, based on the strategies that they choose or mis/understandings that they demonstrate. This chapter analyzes whether and how teacher’s guides in five elementary mathematics curriculum programs offer support to teachers related to noticing student thinking. As reported 作者: 使混合 時間: 2025-3-26 16:26 作者: 姑姑在炫耀 時間: 2025-3-26 20:33 作者: menopause 時間: 2025-3-26 20:58 作者: somnambulism 時間: 2025-3-27 02:56
2570-4729 nalyzes written mathematics curriculum from the perspective The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. 作者: 可轉(zhuǎn)變 時間: 2025-3-27 08:45
Metin Kucukkaya,Ozgur Karakoyunen undertaking analysis of curriculum materials. Finally, we introduce the five curriculum programs that are the focus of our analysis and provide an overview of key aspects of our methodological approach. We conclude with an overview of the remaining chapters in the volume.作者: outrage 時間: 2025-3-27 11:03
A Framework for Analyzing Elementary Mathematics Curriculum Materials,en undertaking analysis of curriculum materials. Finally, we introduce the five curriculum programs that are the focus of our analysis and provide an overview of key aspects of our methodological approach. We conclude with an overview of the remaining chapters in the volume.作者: Defraud 時間: 2025-3-27 16:21 作者: Matrimony 時間: 2025-3-27 18:59 作者: Entrancing 時間: 2025-3-28 01:15
Limit State of Materials and Structureshors and researchers in relation to classroom reality in different contexts..I conclude by discussing the main contributions of the book to the research field, including some future visions and challenges.作者: 聽寫 時間: 2025-3-28 04:49 作者: 夾死提手勢 時間: 2025-3-28 07:08 作者: 媽媽不開心 時間: 2025-3-28 10:43 作者: 摸索 時間: 2025-3-28 17:32
Examining the Mathematical Emphasis in Five Curriculum Programssented and organized for student learning. In doing so, we attend to mathematics content presented for daily instruction, in particular, the scope and sequence of number and operations. In addition, the cognitive demand of instructional activities, the nature of ongoing practice, and the visual and 作者: Foreknowledge 時間: 2025-3-28 19:27
Examining the Pedagogical Approaches in Five Curriculum ProgramsV), . (MIF), . (MTB), and Scott Foresman–Addison Wesley . (SFAW). See Chap. . for more details about the programs.). Specifically, we consider explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical idea作者: DOTE 時間: 2025-3-29 00:29 作者: 可卡 時間: 2025-3-29 04:39 作者: 意外 時間: 2025-3-29 09:15 作者: 盡責 時間: 2025-3-29 13:35
How Curriculum Materials Support Teachers’ Noticing of Student Thinkingond differentially to students, based on the strategies that they choose or mis/understandings that they demonstrate. This chapter analyzes whether and how teacher’s guides in five elementary mathematics curriculum programs offer support to teachers related to noticing student thinking. As reported
