Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials

被引：0
作者：
Sarah Quebec Fuentes
Jingjing Ma
机构：
[1] Texas Christian University,
来源：
Journal of Mathematics Teacher Education | 2018年 / 21卷
关键词：
Educative curriculum materials; Mathematics; Teacher learning; Framework;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning.
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收藏
页码：351 / 385
页数：34
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