Positioning the Teacher: An Analysis of the Forms of Address of Six Mathematics Curriculum Programs

• In Event: Roundtable Session 4
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 1

Abstract

This paper presents findings regarding an analysis of the forms of address of six mathematics curriculum guides for elementary teachers. We aim to describe three forms of address: the structure, the look and the voice. These are important since they position the teacher as a curriculum user and influence how teachers enter the teacher-curriculum relationship. We do so by describing curriculum guides in three countries that adopt a similar framework on mathematics education but differ regarding the PISA mathematics results.

Authors

• Hendrik Van Steenbrugge, Mälardalen University

• Tomas Bergqvist, Umeå University