|
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6-8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers. The current third edition of Connected Mathematics is a major revision of the program to reflect new expectations of the Common Core State Standards for Mathematics〔(Math Standards.pdf ) Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.〕 and what the authors have learned from over twenty years of field experience by thousands of teachers working with millions of middle grades students. This CMP3 program is now published in paper and electronic form by Pearson Education. == Core Principles == The first edition of Connected Mathematics, developed with financial support from the National Science Foundation, was designed to provide instructional materials for middle grades mathematics based on the 1989 ''Curriculum and Evaluation Standards''〔National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.〕 and the 1991 ''Professional Standards for Teaching Mathematics'' from the National Council of Teachers of Mathematics.〔National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.〕 These Standards implied four core features of the curriculum.〔Lappan, G., Phillips, E. D., Fey, J. T. (2007). The case of Connected Mathematics. In C. R. Hirsch (Ed.), Perspectives on the design and development of school mathematics curricula (pp. 67-79). Reston, VA: National Council of Teachers of Mathematics〕〔.〕 *Comprehensive coverage of mathematical concepts and skills in four content strands—Number, Algebra, Geometry/Measurement, Probability/Statistics; *Connections between concepts and methods of the four major content strands and between the abstractions of mathematics and their embodiment in real world problem contexts; *Instructional materials that make classrooms lively places where students learn by solving problems and sharing their thinking with others and where teachers encourage and support students to wonder, to ask questions, and to enjoy learning and using mathematics; *Developing student understanding of mathematical concepts, principles, procedures, and habits of mind and the disposition to use mathematical reasoning in making sense of new situations and solving problems. Those principles have been a consistent guide to development and refinement of the ''Connected Mathematics'' program for over twenty years. The first edition was published in 1995; a major revision, also supported by National Science Foundation funding, was published in 2006; and the current third edition was published in 2014. In the third edition, the collection of units was expanded to cover Common Core Standards for both grade eight and Algebra I. Each CMP grade level course aims to advance student understanding, skills, and problem solving in every content strand with increasing sophistication and challenge over the middle school grades. The problem tasks for students are designed to make connections within mathematics, between mathematics and other subject areas, and/or to real world settings that appeal to students. Curriculum units consist of 3 – 5 investigations, each focused on a key mathematical idea; each investigation consists of several major problems that the teacher and students explore in class. Applications/Connections/Extensions problem sets are included for each investigation to help students practice, apply, connect, and extend essential understandings. While engaged in collaborative problem solving and classroom discourse about mathematics, students are explicitly encouraged to reflect on their use of what the NCTM standards called mathematics processes and the 〔(Common Core State Standards )〕 now refer to as mathematical practices—making sense of problems and solving them, reasoning abstractly and quantitatively, constructing arguments and critiquing reasoning of others, modeling with mathematics, using mathematical tools strategically, seeking and using structure, expressing regularity in repeated reasoning, and communicating ideas and results with precision. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Connected Mathematics」の詳細全文を読む スポンサード リンク
|