Using Research-based Curriculum to Support Shifts in Teachers' Key Pedagogical Understandings
Abstract"Research findings from the first four years of a project (Project Pathways) focused on improving secondary mathematics and science instruction revealed that teachers' attempts to promote conceptual learning were not supported by their curriculum. In response, the project leaders designed a research-based, conceptually oriented precalculus curriculum for use in the secondary schools. This session reports on the results of one teacher's (Claudia) implementation of these materials. Overall, the curriculum and teacher supports associated with the curriculum resulted in improvements in Claudia's mathematical content knowledge and her pedagogical actions. These improvements helped Claudia support her students' learning processes and problem solving abilities by asking questions that revealed and built on her students' thinking."
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