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Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address
Mälardalens högskola.
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
2014 (English)In: AERA Online Paper Repository, 2014Conference paper, Published paper (Refereed)
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. 

Place, publisher, year, edition, pages
2014.
Keyword [en]
Mathematics education, Teacher guides, international comparison
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-99180OAI: oai:DiVA.org:umu-99180DiVA: diva2:785897
Conference
Annual Meeting of the American Educational Research Association 2014
Projects
Lärarhandledningar i matematik - en interkulturell analys
Available from: 2015-02-04 Created: 2015-02-04 Last updated: 2015-03-12Bibliographically approved

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Bergqvist, Tomas
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Umeå Mathematics Education Research Centre (UMERC)Department of applied educational science
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CiteExportLink to record
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Citation style
  • apa
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