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Autor/inn/enLand, Tonia J.; Bartell, Tonya G.; Drake, Corey; Foote, Mary Q.; Roth McDuffie, Amy; Turner, Erin E.; Aguirre, Julia M.
TitelCurriculum Spaces for Connecting to Children's Multiple Mathematical Knowledge Bases
QuelleIn: Journal of Curriculum Studies, 51 (2019) 4, S.471-493 (23 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0272
DOI10.1080/00220272.2018.1428365
SchlagwörterElementary School Students; Elementary School Mathematics; Mathematics Skills; Knowledge Level; Instructional Materials; Cultural Capital; Mathematics Curriculum; Learning Strategies; Problem Solving; Homework
AbstractElementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children's multiple mathematical knowledge bases (MMKB), including children's mathematical thinking and children's home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children's MMKB in instruction may be to scaffold teachers' noticing of potential spaces in elementary mathematics curriculum materials for connecting to children's MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children's MMKB. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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