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ERIC Number: ED511183
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1548-6613
Curriculum Focal Points: A Framework for Pre-K-8 Teachers' Professional Development
Cozza, Barbara; Foley, Mary; Laboranti, Carol
Online Submission, US-China Education Review v6 n10 p76-84 Oct 2009
Trends in International Mathematics and Science Study raised the concern that the United States (US) mathematics teachers place less emphasis on topics and teach a variety of content strands (Goldsmith, Mark & Kantrov, 2000; Kerachsky, 2008). The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery (Cogan & Schmidt, 1999; National Center for Education Statistics, 1997). To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics: a quest for coherence (National Council of Teachers of Mathematics, 2006) provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors' intentions were to circulate "best practices" and encourage international connections and discussion when using Curriculum Focal Points (CFP) in global classrooms.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 6; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania; United States