An Inquiry-Guided Approach to Understanding Mathematics Teachers' Curriculum Composition Systems

• In Event: Perspectives on Chaos and Complexity Theories in Education

Abstract

The study aimed to explore how teachers select, adapt, and organize curriculum resources. An inquiry-guided approach was used to allow space to generate knowledge in a different way. The design and analysis were influenced by assemblage theory. Findings suggest teachers take snippets from various resources and combine them to create cohesive lessons. Additionally, teachers described the need to adapt resources to fit their teaching style and to take ownership of the material.

Author

• Hilary Tanck, Clemson University