How Mathematics Curriculum Programs Can Be Designed to Accommodate a Flexible Restructuring by the Teacher

• In Event: 29.076 - Curriculum Studies and Materials in Mathematics

Abstract

Since no curriculum is self-enacting, it is important that teachers adapt the curriculum programs they use in effective ways to meet the particular needs of their class. As we see the teacher-curriculum relationship as interactional, in which curriculum programs can support or constrain teacher practice, we argue that the design of curriculum programs matters in this regard. Building on the notion of teaching as design, we analyze two forms of address: the structure and the voice of six mathematics curriculum programs for elementary school. Doing so, we aim to reveal how curriculum programs can be designed to support teachers to flexibly and thoughtfully customize the curriculum, a potentially important feature of a teacher’s trajectory of effective curriculum use.

Authors

• Hendrik Van Steenbrugge, Mälardalen University

• Janine Remillard, University of Pennsylvania

• Tomas Bergqvist, Umeå University