Curriculum Resources and Textbooks in Mathematics Education

Typically, curriculum resources including textbooks are seen to reside at the interface between policy and practice (e.g., Valverde et al. 2002), as they translate policy (the intended curriculum) into practice (the enacted curriculum). More recently mathematics teachers increasingly rely on digital resources to prepare their lessons and to design their mathematics curriculum, and students use such resources in class and to complement their courses. These materials are said to become key tools for teachers; as in many countries (e.g., France, the Netherlands, the United Kingdom, the United States), teachers are increasingly encouraged to (re) design the curriculum in planning their instruction. In the next section we define curriculum resources; in particular we distinguish digital curriculum resources from educational technology. In the subsequent section, we discuss the design and “use” of mathematics curriculum resources by teachers (and students). In the last section, we develop...

[1]  Luc Trouche,et al.  Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation , 2013 .

[2]  Jill Adler,et al.  Conceptualising Resources as a Theme for Teacher Education , 2000 .

[3]  Jeremy Kilpatrick,et al.  Third International Handbook on Mathematics Education , 2003 .

[4]  P. Dowling.  The Sociology of Mathematics Education: Mathematical Myths / Pedagogic Texts , 1998 .

[5]  P. Drijvers,et al.  Technology-driven developments and policy implications for mathematics education , 2012 .

[6]  Lianghuo Fan,et al.  Textbook research in mathematics education: development status and directions , 2013 .

[7]  William H. Schmidt,et al.  According to the Book , 2002 .

[8]  J. Remillard.  Examining resources and re-sourcing as insights into teaching , 2013 .

[9]  Jeffrey Choppin,et al.  A Typology for Analyzing Digital Curricula in Mathematics Education , 2014 .

[10]  Birgit Pepin,et al.  An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what? , 2002 .

[11]  Celia Hoyles,et al.  Mathematics Education and Technology-Rethinking the Terrain , 2010 .

[12]  Jeffrey Choppin,et al.  Trends in the design, development, and use of digital curriculum materials , 2017 .

[13]  Michael Otte,et al.  Perspectives on Mathematics Education , 1986 .

[14]  Janine T. Remillard,et al.  Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Studies in Mathematical Thinking and Learning Series. , 2008 .

[15]  Gilbert A. Valverde.  According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks , 2002 .

[16]  P. Tymms,et al.  The relationship of homework to A‐level results , 1992 .

[17]  Colette Laborde,et al.  Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences , 2009 .

[18]  Jeffrey Choppin,et al.  Digital curriculum resources in mathematics education: foundations for change , 2017 .

[19]  J. Krajcik,et al.  Designing Educative Curriculum Materials to Promote Teacher Learning , 2005 .

[20]  L. Schauble,et al.  Design Experiments in Educational Research , 2003 .

[21]  Luc Trouche,et al.  Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources , 2017 .