Enacted Mathematics Curriculum
A Conceptual Framework and Research Needs
Published on 9. December 2013
Book
Paperback/Softback
210 pages
978-1-62396-583-9 (ISBN)
Description
This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might also be used as a text in a university graduate course on curriculum research and design.
The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment.
The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment.
More details
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 12 mm
Weight
327 gr
ISBN-13
978-1-62396-583-9 (9781623965839)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Denisse R Thompson, University of South Florida, USA
Zalman Usiskin, The University of Chicago, USA
Zalman Usiskin, The University of Chicago, USA
Content
Acknowledgements.
Preface.
Chapter 1. The Enacted Curriculum as a Focus of Research, Gabriel Cal and Denisse R. Thompson.
Chapter 2. Examining Variations in Enactment of a Grade 7 Mathematics Lesson by a Single Teacher: Implications for Future Research on Mathematics Curriculum Enactment, Mary Ann Huntley and Daniel J. Heck.
Chapter 3. Influence of Mathematics Curriculum Enactment on Student Achievement, Patricia D. Hunsader and Denisse R. Thompson.
Chapter 4. Teachers' Knowledge and the Enacted Mathematics Curriculum, Ji-Won Son and Sharon L. Senk.
Chapter 5. Instruments for Studying the Enacted Mathematics Curriculum, Steven W. Ziebarth, Nicole L. Fonger, and James L. Kratky.
Chapter 6. Conceptualizing the Enacted Curriculum in Mathematics Education, Janine T. Remillard and Daniel J. Heck.
Chapter 7. Recommendations for Generating and Implementing a Research Agenda for Studying the Enacted Mathematics Curriculum, Kathryn B. Chval, Iris R. Weiss, and Rukiye Didem Taylan.
Chapter 8. Postscript, Zalman Usiskin.
Conference Agenda.
Conference Participants.
About the Authors
Preface.
Chapter 1. The Enacted Curriculum as a Focus of Research, Gabriel Cal and Denisse R. Thompson.
Chapter 2. Examining Variations in Enactment of a Grade 7 Mathematics Lesson by a Single Teacher: Implications for Future Research on Mathematics Curriculum Enactment, Mary Ann Huntley and Daniel J. Heck.
Chapter 3. Influence of Mathematics Curriculum Enactment on Student Achievement, Patricia D. Hunsader and Denisse R. Thompson.
Chapter 4. Teachers' Knowledge and the Enacted Mathematics Curriculum, Ji-Won Son and Sharon L. Senk.
Chapter 5. Instruments for Studying the Enacted Mathematics Curriculum, Steven W. Ziebarth, Nicole L. Fonger, and James L. Kratky.
Chapter 6. Conceptualizing the Enacted Curriculum in Mathematics Education, Janine T. Remillard and Daniel J. Heck.
Chapter 7. Recommendations for Generating and Implementing a Research Agenda for Studying the Enacted Mathematics Curriculum, Kathryn B. Chval, Iris R. Weiss, and Rukiye Didem Taylan.
Chapter 8. Postscript, Zalman Usiskin.
Conference Agenda.
Conference Participants.
About the Authors