Curricular resources and classroom use. The case of mathematics. First edition.

Autor/in	Stylianides, Gabriel J.
Titel	Curricular resources and classroom use. The case of mathematics. First edition.
Quelle	Oxford: Oxford University Press (2016), XIV, 149 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-19-874989-9
Schlagwörter	Aufgabendidaktik; Curriculum; Unterrichtsbeispiel; Unterrichtsgestaltung; Unterrichtsinhalt; Lehrbuch; Unterrichtsmedien; Mathematikunterricht; Anwendungsbeispiel; Aufgabe; Aufgabenstellung; Implementierung
Abstract	This volume examines the use of curricular resources, that is, the different kinds of materials (digital or physical) that teachers use in or for their teaching (textbooks, lesson plans, etc.). These resources have a significant influence on students' opportunities to learn. At the same time, teachers play a crucial role as interpreters and users of curricular resources, so there is a complex relationship between curricular resources and their classroom use. Research thus far has mostly focused on developing approaches for studying either particular curricular resources or their classroom use. This book aims to bridge these highly related programs of research by describing, comparing, and exemplifying new research approaches for studying curricular resources and their classroom use, as well as the complex interplay between the two. It exemplifies the approaches in the area of mathematics, but the approaches can be more broadly applicable and be used in isomorphic ways in other subject areas (science, history, etc.). As issues concerning curricular resources and the classroom use of such resources are of interest to researchers, curriculum developers (such as textbook authors), and teacher educators in many countries, this book is addressed to a broad international audience. In addition to providing implications for research, this book has implications for curriculum development and teacher education. Specifically, this book deepens understanding of how curriculum developers can better exploit the potential of curricular resources to support classroom work, and how teacher educators can better support teachers to use curricular resources in the classroom. (Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1