Search results for: Choppin Jeffrey Martin

This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. The study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. The results point to the larger need to account for the knowledge necessary to use Standards-based curricula and to relate the development and existence of well-elaborated knowledge components to evaluations of curricula.