Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum.

Autor/inn/en	Foster, Colin; Francome, Tom; Hewitt, Dave; Shore, Chris
Titel	Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum.
Quelle	In: Journal of curriculum studies, 53 (2021) 5, S. 621-641Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1902569
Schlagwörter	Weiterführende Schule; Curriculum; Curriculumentwicklung; Lehrplangestaltung; Mathematikunterricht; Forschungsbezug; Prinzip
Abstract	The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take best advantage of the accumulated body of knowledge in the education research literature about effective didactics for mathematics. In this position paper, as we embark on the collaborative, research-informed design of a complete, fully-resourced, free-to-access mathematics curriculum for students aged 11-14, we use the conceptual framework of mathematics curriculum as a story to draw out five key curriculum design principles. A mathematics curriculum should harness and develop the skills and expertise of teachers; balance the teaching of fluency, reasoning and problem solving; give explicit attention to important errors and misconceptions; compare and contrast alternative methods; and engineer coherence through strategic use of consistent representations and contexts. We use these five principles to set out our vision for the next step in research-informed mathematics curriculum design.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/1