Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

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Abstract

The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary-school teachers who were using a reform-based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.

Original languageEnglish (US)
Pages (from-to)467-500
Number of pages34
JournalJournal of Curriculum Studies
Volume41
Issue number4
DOIs
StatePublished - Aug 2009

Keywords

  • Curriculum adaptation
  • Mathematics curriculum
  • Mathematics education
  • Teaching practices

ASJC Scopus subject areas

  • Education

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