Design (In)tensions in mathematics curriculum

Dietiker, Leslie; Riling, Meghan

doi:10.1016/j.ijer.2018.09.001

Cited by 5 publications

(2 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Principles to guide the design of materials to this end include the need for materials to be more explicit particularly with respect to subject specific i.e., mathematical demands and rationales for these. At the same time calls for greater transparency point to 'design tensions' in curriculum materials (Dietiker & Riling, 2018), and the need for "balance": between "adequate support and too much, and … between prescription and teacher autonomy" (Davis et al, 2017, p. 302).…”

Section: The Teacher-resources Relationship and Transparency Of Materials Designmentioning

confidence: 99%

Levering change: the contributory role of a mathematics teaching framework

Adler

2021

ZDM Mathematics Education

View full text Add to dashboard Cite

Levering change is hard, and an incremental process. In the education process it requires an interaction between teachers, resources and learners. Levering change with human resources—teachers themselves, is a long term, time-intensive process requiring investment and commitment. The teacher–resources relationship is complex and not always optimal, particularly in disadvantaged educational environments where resources are constrained, and the education system is centralized and highly regulated. This article posits a mathematics teaching framework developed in a low-income educational context to make more transparent the relationship between teachers and resources to the benefit of learning both of teachers and of learners.

show abstract

Section: The Teacher-resources Relationship and Transparency Of Materials Designmentioning

confidence: 99%

Levering change: the contributory role of a mathematics teaching framework

Adler

2021

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…Teachers’ approaches to supplementation tend to be stable, but they are not immutable. Dietiker and Riling (2018) found that professional guidance can alter how teachers enact official curriculum, even if the guidance is simply from the official teacher guide. Understanding this, Sawyer et al (2019) called for developing teachers’ “critical curation” abilities, and Hu and Torphy (2020) delineated between teachers’ “thick” (purposeful and human-led) and “thin” (inscrutable and algorithm-led) supplement curation, arguing that both teachers’ and search algorithms’ curation must be improved to realize the full potential of virtual resource pools.…”

Section: Systematic Reviewmentioning

confidence: 99%

A Theoretical Framework for Studying Teachers’ Curriculum Supplementation

Silver

2021

Review of Educational Research

View full text Add to dashboard Cite

The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.

show abstract

Teachers’ Use of Mathematics Resources: A Look Across Cultural Boundaries

Remillard

2019

Advances in Mathematics Education

View full text Add to dashboard Cite

Design (In)tensions in mathematics curriculum

Cited by 5 publications

References 23 publications

Levering change: the contributory role of a mathematics teaching framework

Levering change: the contributory role of a mathematics teaching framework

A Theoretical Framework for Studying Teachers’ Curriculum Supplementation

Teachers’ Use of Mathematics Resources: A Look Across Cultural Boundaries

Contact Info

Product

Resources

About