Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers' Curricular Decisions

Autor/inn/en	Dingman, Shannon; Teuscher, Dawn; Olson, Travis A.; Kasmer, Lisa A.
Titel	Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers' Curricular Decisions
Quelle	In: Investigations in Mathematics Learning, 13 (2021) 4, S.267-286 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2021.1981742
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Middle School Teachers; Mathematics Curriculum; Curriculum Development; Decision Making; Classroom Environment; Perspective Taking + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Klassenklima; Unterrichtsklima; Zukunftsperspektive
Abstract	Mathematics teachers make a number of decisions that shape their lessons, which therein impact their students' opportunity to learn mathematics. Past research has often focused on teachers, students and the mathematical content as key classroom elements that drive teachers' decisions. In this article, we propose that a fourth element -- the curriculum -- along with teachers' curricular reasoning also hold considerable influence on teachers' decisions. Using data collected from middle grades teachers' curricular decisions, we share the Instructional Pyramid model for Curricular Reasoning to organize the interactions among these four key classroom elements and to delineate aspects of curricular reasoning. This model serves as a multi-dimensional framework to make sense of teachers' curricular decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01