Curriculum Topic Study CURRICULUM TOPIC STUDY

A Systematic Approach to Utilizing National Standards and Cognitive Research


Curriculum Topic Study
Welcome to Curriculum Topic Study!
The "Missing Link" in Implementing State and National Standards and Findings from Research on Student Learning
Curriculum Topic Study (CTS) is an NSF-funded Teacher Professional Continuum (TPC) project that is developing a coordinated set of science and mathematics materials to help K-12 educators deepen their understanding of the important science and mathematics topics they teach. CTS builds a bridge between state and national standards, research on students' ideas in science, and opportunities for students to learn science and mathematics through improved teacher practice.

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Crosswalk to CTS Topics and Assessment Probes

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Topic: Heat and Temperature

Category: Energy, Force, and Motion

Title: Teaching About Energy

Description: This paper can be used to supplement CTS Sections II and IV. The paper addresses commonly held ideas students have about energy, why the concept of energy is so difficult to learn, considerations for

Topic: Algebraic Modeling

Category: Algebra

Title: Teaching Realistic Mathematics Modeling: A Teaching Experiment with Fifth Graders

Description: This article can be used to supplement CTS Sections III and IV. The article describes the design and the results of an exploratory teaching experiment carried out to test the hypothesis that it is feasible to develop in pupils a disposition...


What's New
Coming Soon: Science CTS Leader's Guide - Click here to see outline of the book.






CTS Team
CTS Action Research Monographs from K-6 Teachers
Download a copy of "Notes from the Field" featuring K-6 teachers' culminating CTS action research projects as part of a state MSP project. The CTS Action Research protocol is further described in the upcoming CTS Leader's Guide.
CTS Team

CurriculumTopicStudy.org © 2008
Maine Mathematics and Science Alliance
Nastional Science Foundation Curriculum Topic Study is supported with funding from the National Science Foundation Teacher Professional Continuum (tpc) Program Award #0353315. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Maine Mathematics and Science Alliance