63.078 - Mathematics Curriculum Contingencies: From Authoring to Enactment via Curriculum Resources

Session Type: Symposium

Abstract

This symposium addresses the process of curriculum enactment, whereby national curricula are interpreted through various curriculum resources, influencing teachers’ instructional decisions and shaping the curriculum enacted in classrooms. Three different perspectives are presented on the realization of the mathematics curriculum in classrooms and on the curricular resources that are authored and accessed in the process of curriculum enactment. The curriculum is represented as both constructed and constructing, through its role in framing the activities of the classroom, mediated by curriculum resources generated within the school systems studied. The positioning of teachers in relation to these resources, as users or authors, interpreters or instructional designers, offers important alternatives and insights into the mechanisms of curricular enactment functioning in different school systems.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• David J. Clarke, University of Melbourne

Papers

• Curriculum Alignment as a Dynamic Process of Selective Interpretation: The Question of Authorship - David J. Clarke, University of Melbourne; Barbara G. Fresko, Beit Berl Academic College; Einav Aizikovitsh-Udi, Beit Berl Academic College

• In-the-Moment Design Decisions and Curriculum Resources: An Analysis of How Teachers Design Curriculum During Enactment - Janine Remillard, University of Pennsylvania; Gina Cappelletti, University of Pennsylvania; Elena A. Dominguez, University of Pennsylvania

• Comfortable or Lost in Paradise? Affordances and Constraints of Mathematics E-Textbooks in/for Curriculum Enactment - Birgit Pepin, Technische Universiteit Eindhoven; Ghislaine Gueudet, University of Brest; Luc Trouche, ENS de Lyon

Discussants

• Kenneth Ruthven, University of Cambridge

• Mary Kay Stein, University of Pittsburgh