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Enacting New Curriculum: A Teacher's First Attempt with Data Modeling

dc.contributor.authorJones, Seth
dc.descriptionTeaching and Learning Department capstone project.en_US
dc.description.abstractCurriculum designers often put thought into student thinking, but teacher thinking is equally important to consider. Curriculum does not interact with students in a sterile environment, but depends upon the teacher’s implementation. While research concerning teacher thinking and curriculum enactment is sparse, it does imply that a teacher’s thoughts about students, content, tasks, and norms greatly influence practice. An innovative statistics curriculum, Data Modeling, has worked to address this by building educative features into the curriculum, such as sample student thinking, thought revealing questions, and key mathematical ideas. In addition to these, the curriculum makes use of an assessment system intended to inform instruction based upon a progression of students’ statistical thinking. This paper looks at a teacher implementing the Data Modeling curriculum for the first time. Analysis of his teaching showed challenging elements of the curriculum for the teacher. Three examples of these challenges are highlighted: (1) Teacher Language: Calculational v. Conceptual (2) Strategies employed to advance student thinking along the construct, and (3) Classroom Norms. These examples give insight into addressing these challenges when supporting teachers in the future.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectEnacted Curriculumen_US
dc.subjectTeacher Learningen_US
dc.subjectStatistics Educationen_US
dc.subjectData Modelingen_US
dc.subject.lcshCurriculum planning -- Study and teachingen_US
dc.titleEnacting New Curriculum: A Teacher's First Attempt with Data Modelingen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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