Mathematics Curriculum Programs as Tools for Design: An Analysis of the Forms of Address

• 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. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Mathematics education

Teacher guides

international comparison

didactics of mathematics

matematikdidaktik

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)