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Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address
Mälardalens högskola.
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
2014 (engelsk)Inngår i: AERA Online Paper Repository, 2014Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper studies how elementary mathematics curriculum programs can be designed to accommodate a flexible use by a range of teachers. We do so by analyzing three design principles: the provision of multiple entry points, the adoption of a resource-centric material design, and the allowance for flexibility across lessons and units that group lessons. These design principles are examined by describing three forms of address: the look, voice and structure of the curriculum programs. The analysis relates to six curriculum programs from three countries that vary in a number of ways. As such, we aim to provide useful instances that add to our knowledge of designing curriculum programs as tools for the design of teaching. 

sted, utgiver, år, opplag, sider
2014.
Emneord [en]
Mathematics education, Teacher guides, international comparison
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-99180OAI: oai:DiVA.org:umu-99180DiVA, id: diva2:785897
Konferanse
Annual Meeting of the American Educational Research Association 2014
Prosjekter
Lärarhandledningar i matematik - en interkulturell analysTilgjengelig fra: 2015-02-04 Laget: 2015-02-04 Sist oppdatert: 2018-06-07bibliografisk kontrollert

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Totalt: 554 treff
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