Enhancing and Enacting Curricular Progressions in Elementary Mathematics

Autor/inn/en	Land, Tonia J.; Drake, Corey
Titel	Enhancing and Enacting Curricular Progressions in Elementary Mathematics
Quelle	In: Mathematical Thinking and Learning: An International Journal, 16 (2014) 2, S.109-134 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2014.889502
Schlagwörter	Educational Practices; Mathematics Instruction; Elementary School Mathematics; Mathematical Concepts; Class Activities; Number Concepts; Learning Processes; Mathematics Curriculum; Teaching Methods; Interviews; Observation; Elementary School Teachers + Suchen Sie Ihr Suchwort? Bildungspraxis; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Number concept; Zahlbegriff; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers used four different types of progressions--mathematical concepts, instructional activities, number choices, and student solutions--and that the progressions were embedded within each other. This study contributes to the field's understanding of the ways in which expert teachers make use of curriculum- and research-based progressions in their teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10